SUBJECT UWE BLOCK: 10 September – 28 … · Web viewThis masters level assignment requires you to...

SECTION 2

UWE AND PLACEMENT BASED TRAINING PROGRAMME:

PGCE Secondary Science with Chemistry (GTTR Code F1X1)PGCE Secondary Science with Physics (GTTR Code F3X1)

PGCE Physics with Mathematics (GTTR Code F3GX)PGCE Science with Biology (SD)

Including Professional Development Module (PD)

CONTENTS PAGE

Autumn Term 2013

UWE based training: 9 September – 11 October 2013 2-S-4Placement A1 Induction: 14 October – 25 October 2013 2-S-12UWE based training: 28 October – 1 November 2013 2-S-18Placement A2: 4 November - 20 December 2013 2-S-19

Spring Term 2014

UWE based training: 6 January – 10 January 2014 2-S-26Immersion Training: 20 January – 24 January 2014 2-S-29UWE based training: 27 January – 31 January 2014 2-S-29Placement B1 Induction: 3 February – 14 February 2014 2-S-30UWE based training: 17 February – 21 February 2014 2-S-36Placement B2: 24 February – 2 April 2014 2-S-37Training Review Days at UWE 3 April – 4 April 2014 2-S-44

Summer Term 2014

Placement B3: 22 April - 22 May 2014 2-S-45Training Review Day at UWE 23 May 2014 2-S-53UWE self supported study 26 May – 30 May 2014

Immersion/Complementary Training: 2-13 June 2014 2-S-53UWE based training: 16 June – 20 June 2-S-54

2-S-1

PGCE Secondary Science with Physics (GTTR Code F3X1)PGCE Secondary Science with Chemistry (GTTR Code F1X1)PGCE Science with Biology (SD)

You need to demonstrate at least sufficient knowledge and understanding to be able to teach all the sciences in the programme of study for pupils' National Curriculum at Key Stage 3 and physics, biology or chemistry as a single subject in the 14-19 curriculum.

PGCE Secondary Physics with Mathematics (GTTR Code F3GX)You need to demonstrate at least sufficient knowledge and understanding to be able to teach mathematics to at least Key Stage 3 and physics as a single subject in the 14 – 19 curriculum.

Subject Knowledge ProfileThe Subject Knowledge Profile (SKP) is your key auditing, action planning, monitoring and tracking document for the Subject Knowledge for Teaching module and Teachers’ Standard 3. Your SKP has content/process sections as follows: Biology (11 – 16)Chemistry (11- 19)Physics (11 – 19)Mathematics (11- 16)It also includes sections on: views of the nature of science; pedagogical skills (including ICT); and sources of evidence. You are required to audit your own personal knowledge against the content relevant to your course as well as processes and skills. You are required to set action plans for your personal development a minimum of three times during your PGCE.

Subject Knowledge for Teaching (SKfT) AssignmentThis masters level assignment requires you to prepare the equivalent of a 5000 word portfolio including research and development of an aspect of your subject knowledge for teaching, as well as a critical evaluation reflecting on the learning experience and development of pedagogic principles for teaching the topic. A specialist tutor feeds back formatively on your subject knowledge and understanding for teaching this topic.

Personal TutorYou are allocated a personal tutor who holds formal one to one meetings with you at key Review Points (RP) during your PGCE, supporting you in recording your progress in the Trainee Progress Tracker. Your personal tutor supports and guides you to reflect on your progress and development towards the teacher standards, including subject knowledge for teaching. Your personal tutor will visit you at least once while you are on your placement. Together with your mentor / the regular teacher of your class, they will observe you teaching and then provide formative feedback to support you. They also support you with job applications and write your reference for your NQT job.

University-based provision

Subject Knowledge 14-19 Tutor-led workshops

Subject specialist tutors lead chemistry and physics sessions on the teaching of your specialism in the 14-19 curriculum. These workshops form part of the subject studies programme of the University-based element of the course. Where possible topics included will be prioritised in response to your SKP.

Post 16 Peer teaching seminars

You will teach post-16 topics to other trainees. Topics for these sessions are drawn from your areas of strength identified in your SKP. A specialist tutor will offer support with planning, preparation and evaluation of peer teaching.

2-S-2

Technician sessions

You have opportunity to practise practicals during technician sessions and a science technician demonstrates the use of equipment and supports and guides you with practical techniques. Some common activities include:for physics: Van der Graaf generators, smoke cells, air tracks, oscilloscope, for chemistry: flame tests, titrations, molymods, thermite reaction, chromotography;

Resources

This handbook includes a reading list and all of the books are available from the library or the shelves in the science room. Key texts are available as e-books. The key readings for the subject sessions are highlighted in bold, and these are available in e-books, as digitalised readings on Blackboard or online. New stock is constantly being added in response to changes in the curriculum and your group tutor keeps you informed of these via email. The technician introduces you to the science resources, practical equipment and materials and the protocols for using these. A range of further resources is also made available via Blackboard.

Subject Associations

You are guided to join the Association for Science Education (ASE ) and other SCORE (Science Community Representing Education) organisations which support science trainee teachers. You are given access to a range of their journals and other materials. There are extensive digital/electronic resources available to you from these subject associations. For example:

Royal Society of Chemistry ‘Labskills’ resources support the development of techniques for GCSE and post-16 Chemistry with videos demonstrating techniques, safety guid-ance, simulations and assessments

Institute of Physics Supporting Physics Teaching CD Roms allow you to explore physics stories for your own personal knowledge, insights into what pupils find ‘easy’ or 'difficult', and teaching ideas such as practical activities, video clips and formative assessment materials that you can use with pupils.

You will be encouraged to participate in subject association events such as the ASE annual conference which will be held in January. This is one of the largest events of its kind in the world and you can choose from hundreds of workshops, talks and seminars and network with thousands of Science educators.

Teaching opportunities and observation in school/college and other placementsYou will have practical teaching experience across at least two key stages. You will have the opportunity to teach your specialist science subject at 14-19 and will have at least one formal lesson observation from a University visiting subject tutor in your separate specialist 14-19 science. Your university visiting science tutors will also conduct joint observations with your Science mentor/the usual class teacher. You will also gain observation experience in your specialism.

2-S-3

SCIENCE UWE BLOCK 1: 9 September – 11 October 2013INDUCTION Week 7: 9 September – 13 September

Phase 1: Beginning and Connecting

Subject Sessions Directed StudyIndicativeStandards

Introduction: The Big PictureWhat is the structure of the course and the assessment pattern?

Familiarise yourself with the course handbook and documentation (including on-line versions).

Teaching and Learning

How do I clarify the learning for students?

Read Wellington and Ireson (2012) Chapter 4 (e-book)

Practise writing learning objectives and outcomes

Planning and ProgressionBehaviourTS4 Plan and teach well structured lessonsTS7 Manage behaviour effectively to secure a good and safe learning environment PP,CBE


What do effective teachers do in the classroom?

Prepare for school visit, identifying areas for ob-servation

Capel et al (2009) ch 2.1 (e-book)

Subject KnowledgeHow do I need to develop my subject knowledge for teaching?

With guidance from your tutor, and taking account of pre-course advice, complete subject knowledge (SK) and ICT audits.Complete first action plan for the development of your

SK to teach: KS3, KS4 and post 16 ICT competence

Subject knowledgeTS3 Demonstrate good subject and curriculum knowledgeSKfT

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem session 1

As set by tutorSubject knowledgeTS3SKfT

Curriculum

What are the aims of science and science education?

The professional bodies which support the teaching of science. The science community representing education (SCORE) organisations

Nott M and Wellington J (1993) Your Nature of Science: School Science Review 75 (270), 110-112, Routledge

Complete the nature of science questionnaire. Read and prepare to feedback on sections of

Chalmers (1999)Join at least one relevant subject organisation , e.g., ASE, IoP, RSC, ATMCh 2 How Science Works in Osborne and Dillon (2010)

Subject knowledge and pedagogyTS3

PP, SKfT

TechnicalWhat are the resources available in the University?

Technician Session 1Library introduction

Familiarise yourself with relevant resources available in the library, science rooms, BlackboardBegin to collect activities for use in school.

Subject knowledge and pedagogyTS3

PP, SKfT

Professional

How can I use SMARTR targets to reflect on my practice?What are the professional expectations of the course?

Use SMARTR targets in developing own action plans..Set up your Trainee Progress Tracker.

Professional values and responsibilitiesTS8 Fulfil wider professional responsibilities PD

2-S-4

SCIENCE UWE BLOCK 1: 9 September – 11 October 2013Week 8: 16 September – 20 September



Teaching and LearningHow do I structure learning effectively in the classroom?

Read Capel.S, Leask M, Turner T. (2010) p84 – 89Use the lesson planning proforma to write a plan for a lesson you saw taught on the school visit.

Planning and Progression TS4 Plan and teach well-structured lessonsPP


What do effective teachers do in the classroom?

Reflect on observations in school visit. Planning and ProgressionBehaviourTS4 Plan and teach well structured lessonsTS1 Set high standards which inspire, motivate and challenge pupils PP/PD/CBE

Teaching and Learning:What are the theories of learning, child development and learning styles that underpin my science teaching and how can I apply them in my teaching?

eg constructivism

Thinking about learning: learning in science Hohenstein and Manning ch 4 in Osbourne and Dillon (2010) (e-book)Wellington, J, Ireson, G (2012) Science learning, science teaching, London: RoutledgeDriver et al (1995) Children’s ideas in Science, Buckingham: OUP

Planning and ProgressionTS1 Set high standards which inspire, motivate and challenge pupilsPD,PP

Subject KnowledgeWhat misconceptions do students hold about science?How do I address student misconceptions in my science specialism?

Driver et al (1994) Making Sense of Secondary Science Introduction and either Ch10 Chemical Change or Ch20 Energy (e-book)Plan to interview a small group of students to find out about their misconceptions in science.

Subject knowledge and pedagogy TS3 Demonstrate good subject and curriculum knowledgeSKfT, PP

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem session 2 Physics Day 1

As set by tutorSubject knowledgeTS3SKfT

CurriculumWhat is the current structure of the secondary science curriculum?How can I keep up to date with curriculum developments?

The National Curriculum, (2007 and draft 2013)14-19 curriculum.

Hunt, A. Five decades of innovation and changeIn Hollins (2011) (digitalised)Capel et al chapter 7.3Task on National Curriculum for Science and new programmes of study.14-19 Physics/Chemistry. Visit an exam board website and download a 14-19 specification for your science specialism.

Subject knowledge and pedagogy TS3 Demonstrate good subject and curriculum knowledgeSKfT, PP

TechnicalHow do I ensure safety for myself and my students in the laboratory?What are my legal responsibilities?

Technician Session 2:Risk AssessmentsCOSHH regulations

ASE (2009) Safe and exciting science.Familiarise yourself with:CLEAPSS (2007) Hazcards and handbook or CD-Roms.Write a risk assessment for a range of experiments.

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledgeSKfT, PP

2-S-5

ProfessionalWhat are the skills involved in academic writing?

Practise writing and share a paragraph. Professional values and responsibilitiesTS8 Fulfil wider professional responsibilitiesPD

ProfessionalWhat are the next steps in my learning?Review Point 1

Complete Review Point 1 on Trainee Progress Tracker and e-mail to tutor.Participate in tutorial.

2-S-6

SCIENCE UWE BLOCK 1: 9 September – 11 October 2013Week 9: 23 September – 27 September



Teaching and LearningHow is assessment used in teaching to ensure that learners are making progress?

How do I track the progress of students in my classes?.Different uses of assessment.Assessing Pupil Progress (APP)

Read Black P. and Wiliam D. (1998) Inside the Black Box: Raising Standards through classroom assessment, London: Kings CollegeVisit www.aaia.org.uk/assessment

AssessmentTS6 Make accurate and productive use of assessmentPP

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem Session 3

Peer teaching seminars

Reflect on OFSTED (2008) Identifying good practice: a survey of post-16 science in colleges and schools (online)Prepare and teach at least one lesson of 20 min on an area of strength in your specialism from a named AS/A level syllabus. Complete a lesson plan with learning objectives, teaching strategies and resources appropriate for post-16 pupils, specifying prior learning; provide a copy to your tutor before the session. Use evidence to evaluate your teaching.

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledge

SKfT, PP

CurriculumWhat is the role of practical work in teaching science in secondary schools?School visit

Read Millar, R (2010b) Practical Work in Osborne and Dillon, (2010) (e-book)Millar R (2010a)) Analysing Practical Science ActivitiesASE (2010) The Language of MeasurementFarley R, School Physics Experiments/School Chemistry ExperimentsSang, D. and Wood-Robinson, V. (2002) Teaching Secondary Scientific Enquiry.CLEAPSS (2009) Successful science practicals (online at http://www.cleapss.org.uk/attachments/article/0/G30.pdf?Secondary/Science/Guides/?New teachers/ ) Devise a schedule for surveying the types and purposes of practical work in your lesson plans for your forthcoming placement.

Subject knowledge and pedagogyPlanning and ProgressionTS2 Promote good progress and outcomes by pupilsSKfT, PP

TechnicalIn what ways can ICT be used to support science teaching?In what ways can science be used to support ICT teaching?How do I use ICT for presentations and administration in teaching?

Barton (2005) Teaching Secondary Sci-ence with ICT. (Maidenhead: Open Uni-versity Press) (e-book)

Subject knowledge and pedagogyTS3SKfT, PP

TechnicalHow can I improve my practical techniques for teaching?

Technician session 3

Practise practicals and learn from technician demonstration of the use of equipment and practical techniques. .


ProfessionalIntroduction to Professional Development Module Component A1 (30th October 2013)

Prepare for the assignment. Professional values and responsibilitiesTS8 Fulfil wider professional responsibilities PD

2-S-7

http://www.aaia.org.uk/assessment

SCIENCE UWE BLOCK 1: 9 September – 11 October 2013Week 10: 30 September – 4 October



Teaching and LearningHow can I use assessment data to differentiate my teaching, so that all learners make progress?

Write learning outcomes using Bloom’s taxonomy and peer assess them

Planning and Progression TS6 PP

Teaching and LearningWhat makes a good question?

View a Teachers’ TV clip and audit the questions asked.Selly, N. (2000) Wrong Answers Welcome SSR Vol 82: 299 Hatfield: ASE

Planning and ProgressionTS2 Promote good progress and outcomes by pupils PP

Teaching and LearningHow do I produce short term plans for teaching using school planning, exam specifications and National Curriculum programmes of study?

Wellington and Ireson (2012) Ch 5 (e-book)Using the lesson plan proforma on Blackboard, construct lesson plan to teach in the partner school

Planning and ProgressionTS4 Plan and teach well-structured lessons PP

Teaching and LearningWhat are the key factors in ensuring that learners learn?

Finalise planning to teach a lesson in partner school

Planning and progressionTS2 Promote good progress and outcomes by pupils PP SKfT

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem Session 4 Physics Day 2Peer teaching sessions.

As set by tutorSubject knowledge and pedagogyTS3 SKfT, PP

CurriculumHow do I build on the science knowledge and understanding from Key Stages 1 and 2?

DfES (2008) Science The National Curriculum for England Key Stages 1-4DFE(2013) The National Curriculum Framework document (consultation document) currently at https://www.gov.uk/government/consultations/national-curriculum-review-new-programmes-of-study-and-attainment-targets-from-september-2014

Subject knowledge and pedagogyTS3 SKfT, PP



Practise practicals and learn from technician demonstration of the use of equipment and practical techniques.


TechnicalHow can I use the interactive whiteboard to teach interactively?

Practise using the whiteboard!

ProfessionalHow can I write at Masters level?Writing workshop: an introduction to writing Education assignments (including at Masters level) for Science graduates.Introduce Subject Knowledge for teaching assignment (30/1/14)

Identify resources (including readings) appropriate to your individual action plan and begin to prepare for SKfT assignment. Develop and clarify proposals for area of study for the SKfT assignment.

Professional values and responsibilitiesTS8 Fulfil wider professional responsibilitiesPD

2-S-8

https://owa.uwe.ac.uk/OWA/redir.aspx?C=5LT4MS6e3ESMN7f2A10RlSUpnzegVtBIUDfsGWYkHNGcVOdUU1Y74r2G1ZisxMfZl8cmRDElEy4.&URL=https%3A%2F%2Fwww.gov.uk%2Fgovernment%2Fconsultations%2Fnational-curriculum-review-new-programmes-of-study-and-attainment-targets-from-september-2014



SCIENCE UWE BLOCK: 9 September – 11 October 2013Week 11: 7 October – 11 October

Beginning and ConnectingSubject Sessions Directed Study Indicative

StandardsTeaching and LearningWhat active teaching and learning strategies can I use so that students learn effectively?How do I manage the transitions between activities in lessons?

Visit to school to teach lesson.

Reflect on the outcomes as part of your assignment.


Teaching and LearningHow do I manage the behaviour for learning of students, including challenging behaviour) so that students can learn effectively?

Use some of the videos from Teachers’ TV to identify classroom management strategies for your teaching.

Motivation theory: Capel et al (2010) ch 3.2

BehaviourTS7 Manage behaviour effectively to secure a good and safe learning environment PP

Teaching and LearningHow do I make personalised provision for all students, to include those in vulnerable groups to include: English as an Additional Language EAL Black and Minority Ethnic BME Pupil Premium groups Children Looked After LAC, CLA Students who make less progress than

expected More Gifted Talented and Able MGTA, G

and T Students with Special Educational Needs

and Disablities SENDDeploying teaching assistants including support for learners who have disabilities, SEN and EAL

TDA (2011 ) Special educational needs in mainstream schools: a guide for the beginner teacherPlan and prepare pupil and teacher activities, resources (including briefing sheets for AOTs) and strategies make personalised provision to take account of the needs and diversity of pupils whom you will teach in your A school placement.

SEND, EALAssessmentTS5 Adapt teaching to respond to the strengths and needs of all pupilsTS6 Make accurate and productive use of assessment

PP

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem session 5Peer teaching sessions.

As set by tutorUpdate your Subject Knowledge Profile

Subject knowledge and pedagogyTS3 SKfT

CurriculumHow can I use the National Curriculum and exam board approach to How Science Works to enhance learning for students?How can I draw on my understanding of the nature of science to enhance my teaching?

Kind, V and Kind P (2008) Teaching Secondary How Science Works Ch3

Planning and ProgressionTS4 Plan and teach well structured lessons PP



Practise practicals and learn from technician demonstration of the use of equipment and practical techniques.Update your Subject Knowledge Profile.Prepare practical requisitions for your A placement technicians in line with placement practice and policies.


TechnicalHow can I use dataloggers to enhance my teaching of science?

Practise using dataloggers Planning and ProgressionTS2PP

ProfessionalWhat are the safeguarding and child protection issues?What do I need to observe?What is the role of the mentor?What ethical issues do I need to consider, including confidentiality?

Preparation for Placement A.Familiarise yourself with handbook guidance on placement protocols.Find Ofsted report and data dashboard for your A placement.www.ofsted.gov.uk Participate in Link Tutor meeting.Capel et al (2009)


2-S-9

http://www.ofsted.gov.uk/

PROFESSIONAL DEVELOPMENT UWE BLOCK 1: 9 September – 11 October 2013

Professional Development Module: Whole Cohort Lecture and PD Seminar programme

Phase 1: Beginning and ConnectingProfessional Development WCL and Sessions Directed Study Indicative Teachers’ Standards

Week 7Wednesday 11 September

9.00 – 10.00 Lead Lecture 2D67An Introduction to the Professional Development Module

10.30 – 12.00 PD Seminar

Welcome to the Professional Development Module programme with an overview ofPhase 1: Beginning and Connecting

What is the purpose of the Professional Development Module?

Prior to this session:Reflect on your own educational journey and identify 3 key points in your educational journey. Bring to the PD Seminar.

Read and note down key points from Capel et al (2009) Chapter 4 Units 4.2 and 4.3.

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

have a secure understand-ing of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

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


9.00 – 10.00 Lead Lecture 2D67

An introduction to Learning Theories

10.30 – 12.00 PD Seminar

How do pupils learn?

For this session:

Read and note down key points from Capel et al (2009) Chapter 5 Unit 5.1

Read carefully and annotate the readings on Learning Theory provided in advance.

TS 2 Promote good progress and outcomes by pupils:

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


9.00 – 10.00 Lead Lecture 2D67

An introduction to Curriculum and Assessment

11.30 – 12.00 PD Seminar

What is the purpose of the curriculum?

How do we measure pupils’ progress?

For this session:

Visit www.education.gov.uk and explore current National Curriculum review materials, the English Baccalaureate and the Henley Report.

Read and note down key points from Capel et al (2009) Chapter 7 Units 7.1 and 7.2, Chapter 6 Unit 6.1

TS 3 Demonstrate good subject and curriculum knowledge:

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

demonstrate a critical un-derstanding of develop-ments in the subject and curriculum areas, and pro-mote the value of scholar-ship

TS 6 Make accurate and productive use of assessment:

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

2-S-10

http://www.education.gov.uk/


9.00 – 10.00 Lead Lecture 2B025

An introduction to BehaviourManagement

10.30 – 12.00 PD Seminar

How do we manage pupil behaviour to ensure that learning can take place?

How do we ensure that we are beginning to meet the needs of all pupils?

For this session:

Access the following:

Improving Teacher Training for Behaviour from www.education.gov.uk

Capel et al (2009) Chapter 9

Access the Charlie Taylor Checklist from the VLE online guidance

TS 2 Promote good progress and outcomes by pupils

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

Week 11Wednesday 10 October

9.00 – 10.00 Lead Lecture The role of the tutor and the pastoral role of the teacher

10.00-11.00 Lead Lecture Child Development

11.30 – 1.00 PD Seminar

For this session:Access the Byron Report (2008) and Do we have safer children in a digital world? - A review of progress since the 2008 Byron Review (2010) from www.education.gov.uk

Read and note down key points from Capel et al (2009) Chapter 1 Unit 1.1 and 1.2

PERSONAL AND PROFESSIONAL CONDUCTA teacher is expected to demonstrate consistently high standards of personal and professional conduct.

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

Additional readings and research:

http://www.ofsted.gov.uk/resources/safeguarding-schools-best-practiceCapel,S. Leask, M. Turner,T, (2010) Readings for Learning to Teach in the Secondary School: A Companion to M Level

Study. London: RoutledgeHattie.J (2011) Visible Learning for Teachers:Maximising impact on Learning. London: RoutledgeMoore, A. (2012) Teaching and Learning: Pegagogy, Curriculum and Culture. 2nd.Ed. London: Routledge

http://www.education.gov.uk/childrenandyoungpeople/strategy/laupdates/a0077242/munro-review-final-report

http://www.education.gov.uk/childrenandyoungpeople/strategy/laupdates/a00192175/munro-review-of-child-protection-government-response

http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/Bullying/DG_070501

2-S-11

http://www.direct.gov.uk/en/YoungPeople/HealthAndRelationships/Bullying/DG_070501



http://www.education.gov.uk/childrenandyoungpeople/strategy/laupdates/a0077242/munro-review-final-report



PLACEMENT A1: 14 October – 25 October 2013

TRAINEE TIME HOURS FOR INDUCTION OVER 10 DAYSAttendance on Placement Full time over the 10 daysResponsibility for Planned Teaching (RPT) 5 - 8 hours (made up of episodes/parts of lessons/some

whole class teaching)Directed Study (DS) 7.5 hours per weekPersonal Study (PS) 5 hours per weekTraining Meetings SPT 1 hour for trainee group per week

SM 1 hour for individual or 1 ½ per trainee per week

Senior Professional Tutor Agenda – during this block you will need to:

Organise and the support the trainee through the Induction programme and place copy of the programme in Trainee Green File(s)

Monitor the work of the Subject Mentor(s)

Run TWO timetabled SPT session to address the SPT session content.

Allocate trainee(s) to a tutor group/learning family/tutor in FE.

Discuss with the trainee the importance of the Professional Development Portfolio and the Trainee Progress Tracker (TPT)

Ensure each trainee has discussed and agreed with their SM an appropriate timetable for their return

Monitor trainee(s) completion of the Directed Study Tasks

Key Priorities: Focus for Induction weeks

Behaviour Management

SEND

Professional values and Responsibilities

Welfare and safety

E-safety

Maintenance of Trainee(s) Green File Contents.Place the following in the file:

Item provided by

Induction timetable with RPT, SPT, SM, DS and PS contact time clearly marked.

SPT

Timetable for trainee return Subject Mentor

Subject Mentor Meeting Log x 2 Subject Mentor

One formal lesson Observation Subject Mentor

2-S-12

PLACEMENT A1: 14 October – 25 October 2013

Professional Development: Senior Professional Tutor Session


Senior Professional Tutor to Organise: Programme of welcome and induction for the 10 days to include: meeting key post holders, pupil and

staff shadowing (at least ½ day equivalent for each) and observations and issue of name badge/swipe card

Access to a copy of the prospectus /key performance data/Ofsted report/key policy extracts An initial briefing on H & S, fire evacuation, safeguarding and Child Protection and e-safety policy and

procedures. Ensure trainee has identification as required by the school. Set up trainee meeting with IT manager to get login and access to school’s network. Professional expectations including time keeping and dress code whilst on placement in your institu-

tion. Maintenance of Trainee Green File and Review of Trainee Information Form for each trainee (informa-

tion to be passed to relevant Subject Mentors for the construction of Subject teaching Timetable)

Senior Professional Tutor Session:Indicative Content Directed Study

Indicative Teachers’ Standards and PGCE Programme Modules

Session 1: Welcome and Induction Week 1

Welcome your trainee teacher group and introduce them to your institution. This must include the following:

1. A schedule/timetable for the 2 weeks indicating the follow-ing: SPT Meeting, Subject Mentor meeting, time in the relevant Faculty or Depart-ment, Directed Study time, Pupil shadowing, observa-tions of practising teachers and Private Study time.

2. Behaviour Management Policy and procedures.

3. Attachment to a Tutor Group.

Access and read the institution’s prospectus, mission statement and most recent Ofsted Report.

Familiarise yourself with the Staff Handbook and in particular the sections on behaviour management and classroom management policies and procedures.

Familiarise yourself with the layout of the school, the location of key resources (Learning resource centre, ICT facilities.

Complete the Safeguarding/Child protection/e-safety sections in your Professional Development Portfolio.

Begin to develop your Placement A File and use your Trainee Progress Tracker (TPT)

TS1 Set high expectations which inspire, motivate and challenge pupils

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

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

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 which set out their professional duties and responsibilities.

PD, PP and SKfT Modules Learning Outcomes

Session 2: Induction Week 2

Review of the first week of Induction and how well the trainee(s) have settled in. Check on the completion of the directed study tasks.

1. Discussion of the trainees’ as-

Build on UWE PD sessions through reflection on the WCL and Seminar series.

Review your RP 1 and identify key targets to be addressed on this Placement. Add targets as appropriate to RP1


TS 4 Plan and teach well structured lessons

2-S-13

pirations: some driving ques-tions.

What were their observations from their induction week?

What are they looking forward to when they return for the B2 Block

Where do they see their key development targets for this placement?

What have they individually/collectively identified from their RP1 that can be supported through the SPT programme?

2. A further programme of intro-duction to key members of your institution.

3. An introduction to the Senco and the SEND Policy and pro-cedures for the school.

Revisit Behaviour Management policy for classroom implementation.


TS 8 Fulfil wider professional responsibilities

Personal and Professional Conduct:

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

PD, PP and SKfT Module Learning Outcomes

Recommended readings:

Department for Education (2011) Training our next generation of outstanding teachers. Available from:

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00083-2011

2-S-14

https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-00083-2011

SCIENCE PLACEMENT A1: 14 October – 25 October 2013Week 12/13: Induction

Subject Mentor Agenda – during this block you will need to:

Welcome the trainee to the Faculty/Department and introduce to the staff (both teaching and support) and provide copies of appropriate policy documents including Scheme of Work and examination specifications.

Ensure that you have organised the subject based parts of the induction timetable in consultation with the SPT.

Support the trainee in their early use of the Trainee Progress Tracker (TPT).

Run TWO timetabled SM Session to support the trainee’s induction into subject teaching and support the trainee in completing the Subject Mentor Meeting Log.

Support the trainee in early lesson planning (using the UWE proforma or appropriate alternative) , evaluating and tar-get setting

Support trainees in the early development of the management of pupil behaviour

Discuss the school’s approach to meeting the needs of all pupils

Ensure each trainee has an appropriate timetable for their return

Organise ONE formal lesson observation



Mentor Sessions Directed StudyIndicativeStandards

Mentoring sessions: organisationOrganisation of the weekly mentor meetingThe mentor should agree at the first session: how the weekly mentor meeting will be

organised eg regular timetable slot; room, proportion of time spent on dif-ferent aspects relating to trainee’s needs

Formal use of the weekly Subject Mentor Meeting Log completed at the meeting and filed with the SPT

Discuss the portfolio and use this to provide a timetable covering teaching and observation of a range of age groups.

Outline departmental expectations Discuss trainee use of a planner

Follow up discussion of the school’s and de-partment’s expectations relating to dress code, punctuality, attendance.

Have teaching file, UWE handbook and port-folio at meetings with the mentor

Keep records of the meeting in portfolio Follow up and act upon agreed action points Set up a planner, if available from the school

or purchase your own.


Subject Knowledge Look at the trainee’s Subject Know-

ledge Profile to prioritise targets on trainee’s SK action plans and ICT audit

Use Subject Knowledge Profile action plan to identify SMART targets.

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledge SKfT

Teaching and Learning Help the trainee to set up teaching file

and support early lesson planning and evaluation

Discuss the lesson plan structure, comparing with the school policy – emphasise the links between learning outcomes, teaching approaches and assessment strategies

Start to organise a teaching file to include:Schemes of Work, lesson plans, student seating plans, registers. Keep this as a working documentWrite up two observations of teachers, identifying the student learning were used and the subject knowledge involved.Observe a range of other lessons and reflect on aspects including structure, classroom

Planning and ProgressionTS2 Promote good progress and outcomes by pupilsTS7 Manage behaviour effectively to secure a good safe learning

2-S-15

management and student learning. environment PPTeaching and LearningSupport the trainee in setting up a small group discussion exercise about their ideas on a specific topic.

Talk to a small group of pupils about their ideas on a specific topic. Link this to your university sessions on constructivism and other learning theories.

Planning and ProgressionTS5 Adapt teaching to respond to the strengths and needs of all pupils PP

Teaching and LearningSupport the trainee in completing 5 – 8 hours of teaching, including small groups/ whole class/ team teaching as appropriate.Debrief, supporting them to critically evaluate student progress.Carry out one formal lesson observation.

Plan and 5 – 8 hours of lessons during this two week block, team teaching or taking small groups. For each lesson, complete an evaluation, identifying whether students were making progress.

Planning and ProgressionTS1 Set high standards which inspire, motivate and challenge pupils.TS7 Manage behaviour effectively to secure a good safe learning environmentPP, PD

Curriculum

Discuss trainees main and subsidiary specialist area requirements

Use the Subject Knowledge Profile to develop programme of subject know-ledge development to support teaching.

Identify other opportunities for Subject Knowledge for teaching development

Undertake a number of lesson observations to familiarise yourself with the curriculum demands of your chosen specialist areas.

Discuss your SK development needs with your Subject Mentor

Identify a range of SK activities for the place-ment (and to continue into the next placement)

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledge.SKfTProfessional values and responsibilitiesTS8 Fulfil wider professional responsibilities PD

Curriculum Introduction to KS2/3 schemes of work. KS3 NC PoS. Discuss approaches to teaching D&T Identify projects to be made/construc-

ted/practised (at UWE) in preparation for main placement.

Using a lesson observation proforma observe a number of lessons in all specialist areas as KS2, 3 and 4.

Note the different types of learning and teaching activities taking place.

Note teachers’ class management strategies in-cluding entry and exit routines, starters and plen-aries.

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledge.TS7 Manage behaviour effectively to secure a good safe learning environment

ProfessionalAt the final mentor meeting, clarify expectations for trainee’s return

Clarify expected teaching commitments on return and targets for development.Identify actions to take before the next placement.

Provide timetable to subject tutor.


2-S-16

SCIENCE UWE BLOCK 2: 28 October – 1 November 2013Week 14



Teaching and LearningWhat are the key areas of teaching and learning that make a difference in classrooms and how can I use these more effectively?Review of:Behaviour for learning; in practical lessons/ ICT lessonsAssessment for learningQuestioningLesson structure

Ofsted (2011) Successful Science, HMSO (online)Feedback on student discussions of mis-conceptions.

AssessmentBehaviourTS2 Promote good progress and outcomes by pupilsTS7 Manage behaviour effectively to secure a good and safe learning environment PP

Teaching and LearningHow can I use group work to ensure that every student is thinking in my lessons?

DFES (2004) Pedagogy and Practice:Teaching and Learning (Ped Pack) Group Work

Planning and ProgressionTS4 Plan and teach well-structured lessonsPP

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem Session 6Peer teaching sessions.

As set by tutorSubject knowledge and pedagogyTS3SKfT

CurriculumHow can I plan effectively within the time constraints?

Use of the planning proforma

Review own current practice with lesson planning and plan lessons for next teaching block.

Planning and ProgressionTS4 Plan and teach well-structured lessonsPP

CurriculumWhat are the implications for learners of the science curriculum seen in schools?

Use of practical work, how science works.Different courses.

Review the individual curriculum in your placement schoolOfsted (2010) Guidance for students studying science, HMSO (online)

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledgeSKfT



Practise practicals and learn from technician demonstration of the use of equipment and practical techniques. Prepare practical requisitions for your A placement technicians in line with placement practice and policies.


ProfessionalWhat are my key areas for development in:Behaviour for learningAssessment for learningQuestioningLesson structure?

Wellington, J, Ireson, G (2012) Science learning, science teaching, Routledge

Plan lessons for next teaching block.Give your tutor a copy of your timetable, identifying mentor lessons.Submission of PD module assignment component 1: Thursday 31st October 2pm

Complete Professional Development Module questionnaire.


2-S-17

PROFESSIONAL DEVELOPMENT UWE BLOCK 2: 28 October - 1 November 2013

Professional Development Module: Whole Cohort Lecture and PD Seminar

Phase 1: Beginning and ConnectingProfessional Development WCL and Sessions Directed Study Indicative Teachers’

StandardsWeek 149.00 10.00 Lead lecture 2D67

Literacy across the curriculum

11.30 – 1.00 PD Seminar

Read the following text:Barton, G. (2013) Don't Call It Literacy! What every teacher needs to know about speaking, listening, reading and writing. London: David Fulton

Visit the website for Read, Write Inc and find out more about Systematic Synthetic Phonics (SSP)http://www.ruthmiskinliteracy.com/

Access and readhttp://www.ofsted.gov.uk/resources/improving-literacy-secondary-schools-shared-responsibility

http://www.ofsted.gov.uk/resources/removing-barriers-literacy

TS 3 Demonstrate good subject and curriculum knowledge• 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

Additional readings and research

http://www.ofsted.gov.uk/resources/most-able-students-are-they-doing-well-they-should-our-non-selective-secondary-schools

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http://www.ofsted.gov.uk/resources/improving-literacy-secondary-schools-shared-responsibility



http://www.ruthmiskinliteracy.com/

PLACEMENT A2: 4 November - 20 December 2013

TRAINEE TIME HOURS EACH WEEKAttendance on Placement Full timeResponsibility for Planned Teaching (RPT) 10 hours (made up of episodes/parts of lessons/ whole

class teaching)Directed Study (DS) 7 hours (including further observations/attachment to a tutor

group)Personal Study (PS) 3 hoursTraining Meetings per week SPT 1 hour for trainee group

SM 1 hour for individual or 1 ½ per trainee


Organise the Professional development Programme and place copy in Trainee Green File(s)

Monitor the work of the Subject Mentor including how they are addressing the SM agendas and the key priorities.

Run the timetabled SPT sessions to address the SPT session content and address the key priorities at the begin-ning level

Monitor the trainee(s) commitment and contribution to a tutor group/learning family/tutor in FE.

Ensure that the trainee is tracking their early development as a teacher through the Professional Development Portfolio and Trainee Progress Tracker

Ensure each trainee has an appropriate timetable with any necessary amendments



Complete the Progress Report for each trainee and discuss this with them. The trainee must sign the Report and be given a copy.

Key Priorities: Focus for Placement A

The whole child How children learn Curriculum and assessment Place of the subject specialism and auditing own

knowledge Teaching (Early planning and preparation) SEND – beginning identification of individual

needs Behaviour management strategies and their early

implementation

EAL, BL, ML Implementation of safeguarding and child protection Language and Literacy Introducing Numeracy Familiarisation with the learning environment: the

classroom Engaging with reading and academic study Beginning reflection and developing practice


Item provided by

Trainee(s) timetable with RPT, SPT, SM, DS and PS contact time clearly marked. SPT

1 formal lesson observation SPT

7 Subject Mentor Meeting Logs Subject Mentor

3 formal lesson observations Subject Mentor

1 Formal Lesson Observation UWE Subject Tutor

Trainee Progress Report SPT

PLACEMENT A2: 4 November - 20 December 2013

2-S-19

Professional Development: Senior Professional Tutor Sessions


Senior Professional Tutor to Organise: Re-welcome your trainee group and revisit their aspirations for this placement Issue the SPT Programme of Sessions for this Placement (based on SPT Agendas and the Indicative

Content given below). Check that each trainee has a Subject Timetable with RPT, Directed Study, Personal Study, SPT and SM

meetings shown clearly. Ensure that all trainees have completed a programme of introduction to key members of your institution

(if not completed in Induction week). An introduction to the SENCO and SEND policy and procedures (if not completed in Induction week). Further Safeguarding and Child Protection with more focused and thorough input. Weekly review of Subject Mentor Meeting Log (completed by trainee) for in - school QA of the training

programme. Monitor trainee use of their Trainee Progress Tracker (TPT). Maintenance of the Green School File for each trainee. Scrutiny of Lesson Observation Forms. One formal lesson observation with feedback for each trainee.

Senior Professional Tutor Sessions:Indicative Content

Directed Study for trainees Indicative Teachers’ Standards and PGCE Programme Modules

Session 1: Discussion of the trainees’ aspirations following on from induction.

What are their early targets from their induction weeks?

What are they looking forward to now?

Continue to build on UWE PD sessions through reflection on the WCL and Seminar series.

Review your RP 1 and first experiences of teaching and identify key targets to be addressed on this Placement. Add targets as appropriate to RP1









Session 2 – 5 to be delivered in the order that suits your institution

You should undertake the suggested readings for each of the SPT sessions to support your training.

Teachers’ Standards (2011) and UCET Exemplification of the Teachers’ Standards for Initial Teacher Training Programmes

Curriculum and Assessment

How is your institution responding to the change agenda at 11 - 19?

How is your institution responding to social and community cohesion and equality issues?

Read the intuition’s prospectus and look at the range of qualifications on offer.

Find out about the Key Stage structure in the school.

Visit the Department for Education at http://www.education.gov.uk and re - read some of the key documents about the development of the new

TS 3 Demonstrate good subject and curriculum knowledge

TS 6 Make accurate and productive use of assessment

2-S-20


curriculum for implementation in 2014.Managing Pupil Behaviour

Introduce your institution’s policy on behaviour management.

How is the policy implemented in your institution?

What are the rewards and sanctions used to support appropriate behaviour?

How does your institution support the development of classroom routines?Are classroom behaviour checklists in place in your institution?

Read the school’s policy on Behaviour management .

Use the policy to plan your early management of small groups and episodes of teaching.

Develop your confidence through a good working knowledge of the rewards and sanctions used and begin to use them to support your classroom management

Scrutinise Charlie Taylor’s Behaviour Checklist and develop one of your own appropriate to the school.http://media.education.gov.uk/assets/files/pdf/c/charlie%20taylor%20checklist.pdf

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


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


Meeting the strengths and needs of all pupils: Supporting and Extending Learners.

How does your institution cater for the needs of all pupils?

How are pupils supported to achieve their best?

How does the organisation of learners impact on progress?

How is data used to support teachers to plan, teach and monitor pupil progress?

How are teacher interventions supported?

Read your institution’s policy and practice documentation thoroughly and begin to explore some implementation strategies.

Contribute to a group discussion on strategies you have observed experienced teachers using and strategies you have used.

Begin to assemble a list of strategies in your Placement A File.

Identify the role of the LSA in the classroom. Undertake some early planning of LSA support for your teaching.http://www.ofsted.gov.uk/resources/framework-for-school-inspection




TS 8 Fulfil wider professional responsibilities develop effective

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

deploy support staff effectively

Assessment of Learning

Introduce the Assessment policy and practice in your institution.

Brief trainees on the range and type of data available.

How is the data used in the institution, by teachers?

How is individual pupil performance tracked over each Key Stage?

Inform the trainees of the feedback and reporting systems in the institution.

Read your institution’s policy and practice documentation on Assessment thoroughly.

Reflect on the key strengths and challenges of implementing an Assessment Policy.

Identify from your observations some monitoring and assessment strategies.

Begin to include and implement some early monitoring strategies in your planning and teaching.

TS6 Make accurate and productive use of assessment

TS8 Fulfil wider professional responsibilities communicate effectively with

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

Planning for successful teaching:

What are the key components to a successful lesson?

How can pupils be motivated and engaged?

What is the importance of good subject

Use the UWE Lesson Plan Proforma (appropriate to your subject) to plan your teaching of episodes and lessons.Begin to plan and use appropriate resources to engage pupils in learning.

Identify the approaches to using the classroom as a learning environment.


• impart knowledge and develop understanding through effective use of lesson time• promote a love of learning and children’s intellectual curiosity

2-S-21

http://www.ofsted.gov.uk/resources/framework-for-school-inspection

http://www.ofsted.gov.uk/resources/framework-for-school-inspection

http://media.education.gov.uk/assets/files/pdf/c/charlie%20taylor%20checklist.pdf

http://media.education.gov.uk/assets/files/pdf/c/charlie%20taylor%20checklist.pdf

knowledge?

How can literacy and numeracy be built into successful lessons?

Outline the independent learning/homework policy in the institution.How does this support the progress of pupils?

Ensure that all episodes and whole lessons taught are evaluated and targets set.

Examine your institution’s advice and guidance on lesson planning.

• set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired• reflect systematically on the effectiveness of lessons and approaches to teaching• contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Session 6: Review of performance against the Teachers’ Standards

Review trainee(s) progress against the Teachers’ Standards, themes and personal targets using the TPT.

Complete a Progress Report for each trainee with summative comments indicating clearly the current features of trainee practice against each Teachers’ Standard.

Trainee must read, agree and sign the Progress Report. Place assigned copy in the Green File

Reflect on your progress against the Teachers’ Standards on this placement and discuss with your SPT. Record this in your TPT

Review Your Progress Report and the summative record of your development as a teacher using the Teachers’ Standards.

Begin to identify points of discussion for Review Point 2 (January 2013).

TS 8 Fulfil wider professional responsibilities take responsibility for

improving teaching through appropriate professional development, responding to advice and feedback from colleagues

Session 7: Summative Paperwork review

Maintain the Trainee Green Files ensuring that all the paperwork required is present using cover checklist. Please return to the Partnership Office at UWE promptly.

Monitor fully the quality of training through a close scrutiny of the paperwork.

Look through trainee Placement A Teaching file (s) and PD Portfolio together in a systematic manner.

Note down any areas for praise for trainees and subject mentors, and areas for development in future mentoring and coaching.

Ensure your files are in good order for this session, with items correctly filed in the PD Portfolio.

Reflect on your learning during this placement and also what has most powerfully impacted on your learning.

Use your TPT to track your progress against the Teachers’ Standards in preparation for Review Point 2.

TS 8 Fulfil wider professional responsibilities take responsibility for

improving teaching through appropriate professional development, responding to advice and feedback from colleagues

2-S-22

SCIENCE PLACEMENT A2: 4 November – 20 DecemberWeek 15 – 22: Regular input and first session

Subject Mentor Agenda – during this block you will need to:

Welcome the trainee on their return to the placement.

Review and adjust the trainee’s timetable as needed to ensure 10 hours per week of planned teaching.

Run a WEEKLY timetabled SM Meeting to support the trainee’s subject teaching and address the content outlined below and ensure that a Subject Mentor Meeting Log is completed by the trainee for each meeting (and then a copy passed to SPT).

Support the trainee in reviewing their progress against the Teachers’ Standards using their Trainee Progress Tracker (TPT).

Support the trainee in lesson planning (using the UWE proforma) evaluating and target setting.

Support trainees in the continuing development of the management of pupil behaviour.

Ensure that the trainee is beginning to plan to meet the needs of all pupils.

Monitor the trainee’s Teaching File and the completion of Directed Study tasks including a focus on safe-guarding, e-safety and Health and Safety.

Support the trainee’s development of Subject Knowledge for Teaching using their Subject Knowledge Profile and Action Plan. Sign Action Plan and comment on trainee’s progress and negotiate targets for future action.

Provide or arrange a weekly lesson observation using the lesson observation proforma). Ensure there is a minimum of THREE formal written observations in this placement.

Where possible ONE of the formal observations should be jointly with the UWE Visiting Subject Tutor.

Support the trainee in selecting a topic or focus area for the Subject Knowledge for teaching Module Assign-ment.



Organisation of mentor sessionsThe mentor should ensure that mentor sessions include:

Focussed discussion on trainee’s de-velopment and setting of agreed SMART targets, related to student outcomes, recorded on Trainee Progress Tracker

Discussion of the agenda items on these pages

Scrutiny of the teaching file at agreed meetings

Completion of the subject mentor meeting log for 7 sessions.

These should focus on the regular input identified on this page, and a focus from the sessions on the next page.

E-mail timetable to Group Tutor

Take your science handbook, portfolio and teaching file to each mentor meeting

Provide evidence of development and actions taken since the last meeting.


Teaching and Learning: Lesson ObsRegular inputThe mentor should debrief the trainee after observing lessons.Carry out three formal lesson observations in this block (+1 UWE subject tutor, + 1 SPT)Monitor and debrief trainee’s progress towards Progress Report.

Show evidence of making progress against agreed action points.

Planning and teachingTS4 Plan and teach well-structured lessonsPP

2-S-23

Professional: Regular inputDuring feedback and as part of the sessions, the mentor should continue to monitor the trainee’s individual needs. The focus could be:

Planning for effective lessons Starts and ends of lessons Transitions within lessons Evaluating learning outcomes Developing a range of teaching and

learning activities Developing effective behaviour man-

agement strategies Subject knowledge

Reflect on formal and informal feedback from mentor meetings and observations and scrutiny of teaching fileEvaluate lessons for student progressReflect on structure of lessonsReview the school policy on rewards and sanctions and follow up the policy where this has been necessary.

Professional values and responsibilitiesTS8 Fulfil wider professional responsibilities PDBehaviourTS7 Manage behaviour effectively to secure a good and safe learning environment PP

Professional – first sessionThe mentor should at the first formal session monitor that the trainee has completed the following:

Set up a teaching file with medium term planning for the classes to be taught

Made progress in relation to targets set in first part of block and planning for lessons

Organise a teaching file used as a working document which includes:Department policies, teaching groups, schemes of learning.For each class taught:Names/ attendance/ vulnerable groups identified/ IEPsLesson plans and evaluationsResources


Subject Knowledge – first sessionEnsure that first action plan in Subject Knowledge Profile is completed to a good standard, including SMART targets for action

Review progress with Subject Knowledge Profile.


2-S-24

SCIENCE PLACEMENT A2: 5 November – 21 DecemberWeek 15 – 21: Focus sessions

Phase 1: Beginning and ConnectingMentor Sessions Directed Study Indicative

StandardsInclusion and diversity– focus sessionThe mentor should as part of one formal session or through arranging a meeting with the SENCO discuss the trainee’s beginning understanding of:

Students with SEND Individual Education Plans (IEPs) Students identified as More Able,

Gifted and Talented Students with English as an Addi-

tional LanguageSupport the trainee in working with a SEND student.

Discuss with an appropriate colleague school provision for inclusion.With the guidance of your Subject Mentor, identify a student with SEN and arrange to observe/ work with this student over a series of lessons, liaising with a Teaching Assistant as appropriate.Read the SEN Code of Practice.Talk to a small group of pupils in tutor time to explore their perceptions of schooling, their ideas on your science specialism and why it is important. Talk about ways in which they feel learning is most effective for them and the factors which help or hinder this learning.TDA (2009) Special educational needs and/or disabilities training toolkit

SEND, EALTS5 Adapt teaching to respond to the strengths and needs of all pupilsTS8 Fulfil wider professional responsibilities

PP, PD

Practical work and How Science Works – focus sessionThe mentor should discuss as part of one formal session:

how HSW and practical skills are built in to the schemes of learning

how risk assessments are managed in the department

Trace progression of How Science Works through the schemes of learning or long term plans.Carry out a risk assessment.

Subject knowledge and pedagogyTS2 Promote good progress and outcomes by pupilsPP

Assessment – focus sessionThe mentor should discuss as part of one formal session:Introduce the school and department formal policies for assessmentThe range of formative/ AFL strategies being developed by the trainee in lessonsMarking and written feedback.Summative assessments and recording.

Mark a set of books giving formative comments which move the students on in their learning. Give time in class for students to address your comments so that you start to develop a learning dialogue.Discuss with your mentor a specific assessment for learning technique that you will use in a lesson.Mark a test or piece of summative assessment.

AssessmentTS6 Make accurate and productive use of assessmentPP, CBE

Planning – focus sessionThe mentor should discuss, as part of one formal session: The use of learning outcomes and use of

a range of activities which allow students to meet the learning outcomes, incorpor-ating practical work and ICT where appro-priate.

Planning a series of lessons, showing progression

Discuss the structure of the department’s schemes of learning (medium term plans)

Using the proforma provided on Blackboard for each lesson: produce written plans; discuss with your learning mentor how

you have moved from planning individual lessons into planning a series of lessons, showing progression, building on prior learning and identifying misconceptions

Planning and ProgressionTS2 Promote good progress and outcomes by pupilsTS4 Plan and teach well-structured lessons PP, CBE

Cross curricular approaches– focus sessionThe mentor should discuss as part of one formal session:The range of uses of ICT in scienceClassroom management strategies used to ensure good behaviour in ICT lessons

Plan to use ICT imaginatively in one lesson. Evaluate how ICT supported student learning.Evaluate the range of ICT-based resources used in teaching your science specialism.

PhonicsSubject knowledge and pedagogyTS2 Promote good progress and outcomes by pupils PP, CBE

Progress Report - final sessionFeed detailed comments to the SPT to complete the progress report.Sign and comment on the Subject Knowledge Profile.Discuss progress to date.

Portfolio – all mentor session review sheets and observations completed and in date order.SKP – Complete second action plan and ensure that it is signed by mentor.Teaching file – completed ready for scrutiny by your subject mentorComplete handover of teaching groups to class teachers.


2-S-25

SCIENCE UWE BLOCKS 3 & 4: 6 January – 10 January 2014Week 24: 6 January Training Review Day

Phase 2: Developing and Embedding


Teaching and LearningHow can I apply my learning to improve and embed my management of behaviour for learning?

Make a list of the key areas for the develop-ment of your behaviour for learning strategies from your placement. Plan your strategy for your next placement.


Teaching and LearningWhat creative teaching methods can I bring to my science teaching to engage and challenge students and to encourage good behaviour?

Prepare a reflective presentation of an example of effective science teaching and learning (observed or from your own practice) from your placement experience.Share this with your peers.Incorporate teaching and learning strategies into planning.

Planning and ProgressionTS2 Promote good progress and outcomes by pupils PP, PD

ProfessionalWhat are my strengths and weaknesses?

Reflect on your progress so far. Ensure that the Trainee Progress Tracker is completed for Review Point 2 and send it to your sub-ject tutor.Participate in tutorial.


SCIENCE UWE BLOCKS 3 & 4: 6 January – 10 January 2014Week 24: 7 January – 10 January



Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriateChem Session7, Physics Day 3Biology How can I improve my biology subject knowledge for teaching at KS3/4?Peer teaching sessions.


CurriculumWhat are the ingredients of a scheme of work which provides a useful working document based on long term planning and providing a basis for short term planning?Reflection on SKfT assignment

Capel.S, Leask M. and Turner T. (2010) ch 2.2Wellington, J. and Ireson, G., Science Learning, Science Teaching (2012) Ch5Draw on your experience from A placement

Planning and ProgressionTS4 Plan and teach well structured lessonsPP



Practise practicals and learn from technician demonstration of the use of equipment and practical techniques


ProfessionalWhat are my strengths and weaknesses?

Reflect on your progress so far. Ensure that the Trainee Progress Tracker is completed for Review Point 2 and send it to your sub-ject tutor.Participate in tutorial.


2-S-26

SCIENCE UWE BLOCKS 3 & 4: 20 January – 31January 2014Week 26: 20 January – 24 January



Teaching and LearningHow can I use self and peer assessment in my classroom to involve students in their learning?

Plan a lesson involving self and peer as-sessment to use in your next block. Have your lesson plan peer assessed by another trainee.Black et al (2004) Working Inside the Black Box for Science Teachers, NFER NelsonOr Black and Harrison Formative as-sessment in science in Osbourne and Dillon (2010)

AssessmentTS6 Make accurate and productive use of assessmentPP

Teaching and LearningHow is language used to communicate science effectively?

Rose (2006) Review – synthetic phonics in the teaching of early readingWellington J and Osborne (2001) Language and Literacy in Education, OUPWellington and Osbourne (2001) Language and Literacy in Science Education Ch5 and Ch 8 (e-book)Plan to review teaching of literacy in a scheme of work and through classroom observation in your next placementJarman R. and McClune B. (2007) Developing Scientific Literacy: Using News Media in the Classroom

PhonicsTS5 Adapt teaching to respond to the strengths and needs of all pupilsTS3 Demonstrate good subject and curriculum knowledgeSKfT, PP

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriatePeer teaching sessions.Chem session 8

As set by tutorSubject knowledge and pedagogyTS3 SKfT

CurriculumHow can I ensure continuity and progression from Key Stage 2 to 5?

Review your notes from the series of lessons observed and the discussions held in placement A.DfES (2004) Curriculum Continuity: Effective transfer between primary and secondary schools.DCSF (2008) Progression to Post 16 Sciences (online)QCDA Schemes of Work for KS2 and KS3.

Planning and ProgressionTS2 Promote good progress and outcomes by pupilsPP



Practise practicals and learn from technician demonstration of the use of equipment and practical techniques.Prepare practical requisitions for your B placement technicians in line with placement practice and policies.


TechnicalWhat do I need to do to improve my ICT skills?ICT peer and team support workshop

Revisit ICT audit. Identify any areas for further support.

Subject knowledge and pedagogyTS3 SKfT

ProfessionalWhat are the key factors in being a successful applicant for a science teaching job?

Look up your teaching union website for advice on applying for jobs.Use newspapers and appropriate websites to help you to identify appropriate first teaching posts.Prepare letter of application and discuss with your Personal Tutor.Discuss reference with your personal tutor.


ProfessionalWhat are the skills required for successful M level writing?

Preparation for SKfT assignment. Professional values and responsibilitiesTS8 Fulfil wider professional responsibilitiesPD

2-S-27

SCIENCE UWE BLOCKS 3 & 4: 20 January -31 January 2014Week 27: 27 January - 31 January 2014



Teaching and LearningHow can I apply my ideas about theories of learning to my current practice?

Review ideas about theories of learning and how you have used these in your teaching in placement A.Review your findings from discussions about misconceptions with pupils in Octo-ber.

Planning and ProgressionTS5 Adapt teaching to respond to the strengths and needs of all pupilsPP

Teaching and LearningHow can I use different models of thinking skills to develop my teaching and to engage so that every student is thinking in my lessons?

CASEPLTSNational Curriculum Thinking Skills

Review thinking skills models seen in placement school.DfEE (1999) McGuiness, Thinking Skills in Thinking Classrooms (online)Adey, Shayer and Yates (2001) Thinking ScienceAdey and Serret, Science Teaching and Cognitive Acceleratiion in Osbourne and Dillon (2010)Government archive resources – PLTS and National CurriculumGuy Claxton http://www.buildinglearningpower.co.uk/

Planning and ProgressionTS1 Set high standards which inspire, motivate and challenge pupilsPP

Teaching and LearningWhat are the implications of Equal Opportunities in the classroom to ensure that all learners can make progress?

Revisit vulnerable groups eg:English as an Additional LanguageBlack and Minority EthnicChildren Looked After,Gender

Read IOP (2010) Girls into Physics.

Further refine a teaching resource used in the previous placement to provide well for the whole range of learners and to proactively challenge stereotyped views. Share your ‘A’ placement’s departmental good practice in responding to equality and diversity issues.Wellington ,J. and Ireson, G. Science learning ,science teaching Ch 6

SEND, EALTS5 Adapt teaching to respond to the strengths and needs of all pupilsPP, PD

Subject Knowledge14-19 tutor-led sessions in chemistry /physics /mathematics as appropriatePeer teaching sessions.

As set by tutorSubject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledge SKfT

CurriculumHow are science models and analogies used to develop students’ ideas in science?

Webb, M. Technology-mediated learning in Osborne and Dillon (2010) (e-book)Review three science text books and identify models and analogies used to support students in their understanding of science.




Prepare practical requisitions for your B placement technicians in line with placement practice and policies.


TechnicalWhat do I need to do to improve my ICT skills?ICT peer and team support workshop

Revisit ICT audit. Identify any areas for further support.


ProfessionalWhat preparation do I need to undertake for Placement B?

Find Ofsted evidence about your B placement.www.ofsted.gov.uk Attend Link Meeting.Submit Subject Knowledge for Teaching Module assignment: Thurs 31 January 2pm


2-S-28

http://www.ofsted.gov.uk/

http://www.buildinglearningpower.co.uk/

PROFESSIONAL DEVELOPMENT UWE BLOCK 3: 6 – 31 January 2014


Phase 2: Developing and EmbeddingProfessional Development WCL and Sessions

Directed Study Indicative Teachers’ Standards

Week 24Wednesday 8 January

9.00 – 10.00 Lead Lecture2D67Behaviour for learning 2

How can I further develop my Behaviour Management skills?

10.30 – 12.00 PD Seminar

Read and note down key points from Capel et al (2009) Chapter 3 Units 3.2 and 3.3.See Behaviour for Learning websitewww.behaviour4learning.ac.uk (follow link to archived version)Identify 3 strategies you observed practising teachers using to manage pupil behaviour. Note them down and bring to seminar.

Identify 3 different strategies you used yourself and evaluate the effectiveness of ONE approach. Bring this to the seminar.

Read Chapter 3 in Rogers, B. (2011) Classroom Behaviour 2nd Ed. London: Sage

Follow up:Undertake the further readings on Blackboard in the Behaviour Management Folder.

TS 1 Set high expectations which inspire, motivate and challenge pupils• establish a safe and stimulating environment for pupils, rooted in mutual respect• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.TS 4 Plan and teach well structured lessons:contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Week 25

Immersion and Complementary Training

13 – 17 January 2014

Additional guidance will be issued to support your Immersion/Complementary training.

As appropriate to your I and CT placement


9.00 – 10.00 Lead Lecture2D67Diversity

10.30 – 12.00 PD SeminarCarousel to offer cascade of experiences for all trainee

How did the immersion/complementary training week contribute to my development as a teacher?

Reflect on your immersion and/or complementary training experience and identify three key ways in which the experience has supported your development as a teacher.

Be prepared to share these with other trainees.

Undertake further readings to support your development in the identified immersion and/or complementary training area.


TS2 Promote good progress and outcomes by pupils



9.00 – 10.00 Lead Lecture2D67

How can I use data to raise the achievement of pupils?

10.30 – 12.00 PD Seminar

Read and note down key points from Capel et al (2009) Chapter 6.

TS 6 Make accurate and productive use of assessment• make use of formative and summative assessment to secure pupils’ progress• use relevant data to monitor progress, set targets, and plan subsequent lessons• give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

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http://www.behaviour4learning.ac.uk/

PLACEMENT B1: 3 February – 14 February 2014

TRAINEE TIME HOURS FOR INDUCTION OVER 10 DAYSAttendance on Placement Full timeResponsibility for Planned Teaching (RPT) 5 – 8 hours (made up of episodes/parts of

lessons/some whole class)Directed Study (DS) 7.5 hoursPersonal Study (PS) 5 hoursTraining Meetings SPT 1 hour for trainee group

SM 1 hour per trainee


Organise the Induction programme and place copy in Trainee Green File(s)

Run ONE timetabled SPT session to address the SPT session content.

Allocate trainee(s) to a tutor group/learning family/tutor in FE.

Ensure each trainee has an up to date Professional development Portfolio and Trainee Progress Tracker



Monitor the work of the Subject Mentor(s)

Key Priorities: Focus for Induction week

Teachers’ Standards

Behaviour Management

SEND and meeting the needs of all pupils

Professional values and Responsibilities

Safeguarding, child protection, welfare (including bullying) and Health and Safety

E-safety including cyber bullying


Item provided by

Induction timetable with RPT, SPT, SM, DS and PS contact time clearly marked.

SPT

Timetable for trainee return Subject Mentor

2 Subject Mentor Meeting Logs Subject Mentor

One formal lesson Observation Subject Mentor

2-S-30

PLACEMENT B1: 3 February – 14 February 2014

Professional Development: Senior Professional Tutor Session

Phase 2: Developing and EmbeddingSenior Professional Tutor to organise:

Programme of welcome and induction for the 10 days to include: meeting key post holders, pupil and staff shadowing (at least ½ day equivalent for each) and observations and issue of name badge/swipe card

Access to a copy of the prospectus /key performance data/Ofsted report/key policy extracts An initial briefing on H & S, fire evacuation, safeguarding and Child Protection and e-safety policy

and procedures. Ensure trainee has identification as required by the school. Set up trainee meeting with IT manager to get login and access to school’s network. Professional expectations including time keeping and dress code whilst on placement in your insti-

tution. Maintenance of Trainee Green File and Review of Trainee Information Form for each trainee (inform-

ation to be passed to relevant Subject Mentors for the construction of Subject teaching Timetable)

Senior Professional Tutor Session:Indicative Content

Directed Study Indicative Teachers’ Standards and PGCE Programme Modules

Session 1: Welcome and Induction

Welcome your trainee teacher group and introduce them to your institution. This must include the following:

A schedule/timetable for the week indicating the following: SPT Meeting, Subject Mentor meeting, time in the relevant Faculty or Department, Directed Study time, Pupil shadowing, observations of practising teachers and Private Study time.

Behaviour Management Policy and procedures.

Attachment to a Tutor Group.

A discussion of their aspirations for Placement B with trainee reflections on Review Points 1 and 2 and on their Immersion and Complementary Training.

Access and read the institution’s prospectus, mission statement and most recent Ofsted Report.

Familiarise yourself with the Staff Handbook and in particular the sections on behaviour management and classroom management policies and procedures.

Familiarise yourself with the layout of the school, the location of key resources (Learning resource centre, ICT facilities.

Complete the Safeguarding/Child protection/e-safety sections in your Professional Development Portfolio.

Begin to develop your Placement B Teaching File

Plan for a small number of lessons (between 5 and 8 hours of RPT over the two weeks)

TS1 Set high expectations which inspire, motivate and challenge pupils




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

PD, PP and SKfT Modules Learning Outcomes

Session 2: Trainees will be mainly working within their subject department this week.

Continue the programme of introduction to key members of your institution.

An introduction to the Senco and the SEND Policy and procedures

Reflect on week one of their induction

Continue to plan and teach a small number (between 5 and 8 hours of RPT over the two weeks) and to maintain your Teaching File.

Meet as many of your teaching groups as possible.

Get group lists and data on pupils to support your future planning.

TS3 Demonstrate good subject and curriculum knowledge



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A focus on the Teachers’ Standards and the importance of identifying evidence of meeting those through the B Placement using the Trainee Progress TrackerCheck timetable for the trainee’s return.


2-S-32

SCIENCE PLACEMENT B1: 3 February – 13 February 2014 Week 28 and 29 Induction Weeks: 3 February - 7

Subject Mentor AgendaPhase 2: Developing and Embedding

During this block you will need to:

Welcome the trainee to the Faculty/Department and introduce to the staff (both teaching and support) and provide copies of appropriate policy documents including Scheme of Work and examination specifications.

Ensure that you have organised the subject based parts of the induction timetable in consultation with the SPT

Run TWO timetabled SM Meeting to support the trainee’s induction into subject teaching with the Subject Mentor Meeting Log completed by the trainee

Support the trainee in developing further their lesson planning (using the UWE proforma or appropriate al-ternative) evaluating and target setting

Support trainees in the continued development of the management of pupil behaviour

Discuss this placement school’s approach to meeting the needs of all pupils and how to build that into their planning.

Review trainee progress against the Teachers’ Standards in the Trainee Progress Tracker






Professional PracticeThe mentor should agree at the first session: How the weekly mentor meeting will be or-

ganised eg regular timetable slot; room, proportion of time spent on different as-pects relating to trainee’s needs

Formal use of the weekly Subject Mentor Meeting Log completed at the meeting and filed with the SPT

How to start again in a new placement – the challenges and opportunities

With reference to Progress Report and Trainee Progress Tracker, offer guidance over prioritising SMART targets.

Discuss the portfolio and use this to provide a timetable covering teaching and observation of a range of age groups.

Outline departmental expectations Discuss trainee use of a planner Clarity expectations for the trainee’s re-

turn

: Follow up discussion of the school’s

and department’s expectations relat-ing to dress code, punctuality, attend-ance.

Have teaching file, UWE handbook and PD Portfolio with Trainee Pro-gress Tracker at meetings with the mentor

Keep records of the meeting in portfo-lio

Follow up and act upon agreed action points, providing evidence for actions at the next meeting

Set up your planner for this school, if available from the school or purchase your own.


Subject Knowledge Look at the trainee’s Subject Knowledge

Profile to prioritise targets on trainee’s ac-tion plans and ICT audit

Share SKP action plan with your mentor, identifying SMART targets.


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Teaching and Learning Look at the teaching file with a view to fur-

ther developing lesson planning and eval-uation

Discuss the lesson plan structure, compar-ing with the school policy – emphasise the links between learning outcomes, teaching approaches and assessment strategies

Arrange for trainee to observe a variety of lessons

Start to organise a teaching file to include:Schemes of Work, lesson plans, student seating plans, registers. Keep this as a working documentWrite up two observations of teachers, identifying the student learning were used and the subject knowledge involved.Observe a range of other lessons and reflect on aspects including structure, classroom management and student learning.

Planning and ProgressionTS2 Promote good progress and outcomes by pupilsTS7 Manage behaviour effectively to secure a good safe learning environment PP

Curriculum Introduction to the Science Department, its

policies, resources and curriculum Discuss the contribution that science tech-

nicians, support staff and other profession-als make, as appropriate to the teaching and learning of the trainee's science spe-cialism

Sensitively gather information on staff-ing, facilities, resources and so on, in-cluding information on rooms, materi-als, equipment, ICT, library, policies.

Collect examples of the curriculum for your science specialism

Use timetables, curriculum documents/ policies to investigate:

What differences are there by age and ability?

What are the similarities? How do ICT experiences vary by ages

and ability? When are pupils given choice, and what

choices are available? What are the implications for equal op-

portunities in relation to social, cultural, linguistic, religious and ethnic back-grounds?

Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledge.SKfTProfessional values and responsibilitiesTS8 Fulfil wider professional responsibilities PD

2-S-34

SCIENCE UWE BLOCK 5 : 17 February – 21 February 2014Week 30: 17 February – 21 February



Teaching and LearningWhat creative teaching methods can I bring to my science teaching to engage and challenge students and to encourage good behaviour?

Share this with your peers.Incorporate teaching and learning strategies into planning.

Planning and ProgressionTS1 Set high standards which inspire motivate and challenge pupils. PP

Teaching and LearningHow do I make effective links with mathematics teaching so that students are able to apply their maths learning in science lessons?

Devise a schedule to survey language and mathematical demands in your teaching of your science specialism in placement A.Sears and Sorenson (2000) Issues in Science Teaching ch 9 (e-book)


Subject Knowledge14-19 tutor-led sessions in /physics /mathematics as appropriate.Chemistry session 10Peer teaching sessions.


CurriculumHow can I use controversial and current science to enhance my science teaching so that students see the relevance of science?

RSPCA

Find relevant newspaper articles and use these to plan a lesson.Read allocated excerpts from Wellington J (1986) Controversial Issues in the Curriculum, Oxford: Blackwells

Subject knowledge and pedagogyTS3SKfT



Practise practicals and learn from technician demonstration of the use of equipment and practical techniques. . Update your SK profile.Prepare practical requisitions for your B placement technicians in line with placement practice and policies.


TechnicalHow can I use ICT animation and film to support my teaching?

Practise use of animation and film TS1 Set high standards which inspire, motivate and challenge pupils SKfT

ProfessionalHow do I plan outside trips and visits in order to enhance learning?

HSE (2011) School trips and outdoor learning activities

Braund M and Reiss M (Eds) (2004) Learning Science Outside the Classroom, London: Routledge/Falmer (e-book)


ProfessionalHow do I ensure that I am prepared to meet Teachers’ Standards?

Book any outstanding skills tests.Provide Subject Tutor with a timetable, highlighting your mentor’s lessons


ProfessionalHow do I set up a classroom based enquiry?Tuesday 12th February.

Plan a trial classroom based enquiry.Johnston, J. Planning for research in Oversby (2011) chapter 19 (digitalised reading)O’Leary (2005) The essential guide to doing researchOversby,J.(2011) ASE Guide to Research in Science Education


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PROFESSIONAL DEVELOPMENT UWE BLOCK 5: 17 - 21 February 2014

Professional Development Module: Whole Cohort Lecture and PD Seminar Programme

Phase 2: Developing and EmbeddingProfessional Development WCL and Session


Week 30

Tuesday 18 February1pm to 2. pm WCL2D67Introduction to Knowledge for Teaching: Classroom Based Enquiry2 – 3pm Subject seminar on CBE

Johnston, J. Planning for research in Oversby (2011) chapter 19 (digitalised reading)

TS 8 Fulfil wider professional responsibilities take responsibility for improving

teaching through appropriate professional development, responding to advice and feedback from colleagues

Week 30Wednesday 19 February

10.00 – 11.00 Lead Lecture2D67

Numeracy throughout the curriculum

10.30 – 12.00 Seminar

How can I meet the wider role of the teacher within my subject and how can I draw upon other subjects to support my development?

Visit the DfE website www.education.gov.uk and explore the new national curriculum in Maths and English.


TS 3 Demonstrate good subject and curriculum knowledge• 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

TS8 Fulfil wider professional responsibilities

Additional readings and research

http://www.goodpractice.ofsted.gov.uk/downloads/documents/Good%20practice%20in%20primary%20mathematics.pdf

http://www.ofsted.gov.uk/resources/good-practice-resource-effective-numeracy-support-makes-difference-new-college-durham

http://www.ofsted.gov.uk/resources/tackling-challenge-of-low-numeracy-skills-young-people-and-adults

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http://www.ofsted.gov.uk/resources/tackling-challenge-of-low-numeracy-skills-young-people-and-adults






PLACEMENT B2: 24 February – 2 April 2014

TRAINEE TIME HOURS EACH WEEKAttendance on Placement Full timeResponsibility for Planned Teaching (RPT) 15 hours (episodes/parts of lessons/ whole class teaching)Directed Study (DS) 2.5 hoursPersonal Study (PS) 2.5 hoursTraining Meetings per week SPT 1 hour for trainee group

SM 1 hour for individual or 1 ½ per trainee

Senior Professional Tutor Agenda – during this block you will need to: Organise the Professional Development Programme and place copy in Trainee Green File(s)


Run the timetabled SPT sessions to address the SPT session content and address the key priorities at the developing and embedding level

Support the trainee in undertaking the assignment for Classroom Based Enquiry: Knowledge for Teaching Module (see pages in Handbook)


Ensure each trainee has an appropriate timetable with any necessary amendments

Scrutinise the trainee’s Professional Development Portfolio and the Trainee Progress Tracker to inform the completion of the Mid Point Report.



Complete the Mid Point Report for each trainee and discuss this with them. The trainee must sign the Report and bring with them to the Training Review Day.

Phase 2 Developing and EmbeddingKey Priorities: Focus for Placement B

Supporting pupils: the pastoral role of the teacher Embedding theories of learning Extending curriculum/specialist knowledge (KS4 and

beyond)/assessment Developing higher level teaching to ensure progres-

sion (detailed planning, preparation and pedagogic ap-proaches)

SEND – meeting the needs of all learners Managing behaviour effectively to promote learning

EAL, BL, ML embedding successful strategies Developing strategies for promoting pupils’ well be-

ing Integrating Language and Literacy Integrating Numeracy Improving and using the environment as a learning

and teaching tool Developing scholarship and enhanced academic

study skills Developing reflective practice and responding to

guidance and feedback

Maintenance of Trainee(s) Green File Contents.Place the following in the file: Item provided by


1 Formal lesson observation SPT

5 Mentor Session record Sheets Subject Mentor

3 Formal lesson observations Subject Mentor

1 Formal Lesson Observation UWE Visiting Subject TutorCopy of Formative Feedback on Knowledge for Teaching in Secondary Education: Classroom - Based Enquiry SPTTrainee Mid Point Report SPT

PLACEMENT B2: 24 February – 2 April 20142-S-37

Senior Professional Tutor Sessions:Indicative Content


Phase 2 Developing and Embedding

Session 1: Discussion of the trainees’ aspirations.

- What were their observa-tions from their induction week?

- What are they looking for-ward to?

- Where do they see their key development targets for this placement?

- What have they individu-ally/collectively identified from their RP2 that can be supported through the SPT programme?

- How will they provide ap-propriate evidence for meeting the Teachers’ Standards?

Build on UWE PD sessions through reflection on the WCL and Seminar series.

Review your RP 2, Trainee Progress Tracker (TPT),Professional Development Portfolio (PDP) and identify key targets to be addressed on this Placement.

Explore how their Immersion training has supported their development as a teacher









The following sessions to be delivered in the order that suits your institution



Developing the successful management of Pupil Behaviour

Introduce your institution’s policy on behaviour management.

How is the policy implemented in your institution?

How are the rewards and sanctions used to support appropriate behaviour?

How does your institution support the development of classroom routines?

Read the school policy on Behaviour Management.

Use the policy to plan your management of whole classes and how you respond to behaviour outside the classroom

Develop your confidence through a good working knowledge of the rewards and sanctions used and begin to use them to develop further your classroom management

Revisit the guidance for behaviour management for www.education.gov.uk





Raising achievement through the use of data: Supporting and Extending Learners.

How does your institution use data to raise achievement?


How are you planning to support



Begin to assemble a list of strategies in your Placement BFile.Identify the role of the LSA in the




TS 8 Fulfil wider professional responsibilities develop effective professional

relationships with colleagues, knowing

2-S-38

pupils to achieve their best?



classroom.Undertake some early planning of LSA support for your teaching.

how and when to draw on advice and specialist support



Introduce the Assessment policy and practice in your institution.

Brief trainees on the range and type of data available.

How is the data used in the institution, by teachers?

How is individual pupil performance tracked over each Key Stage?

Inform the trainees of the feedback and reporting systems in the institution.

Read your institution’s policy and practice documentation on Assessment thoroughly.

Reflect on the key strengths and challenges of implementing an Assessment Policy.

Develop and implement monitoring strategies in your planning and teaching.

Take responsibility for assessing, marking and feeding back to pupils on a regular basis.


TS8 Fulfil wider professional responsibilities communicate effectively with parents

with regard to pupils’ achievements and well-being.


What are the key components to a successful lesson?

How can pupils be motivated and engaged?

What is the importance of good subject knowledge?

How can literacy and numeracy be built into successful lessons?

Outline the independent learning/homework policy in the institution.How does this support the progress of pupils?

Use the UWE Lesson Plan Proforma (appropriate to your subject) to plan your teaching of episodes and lessons.

Begin to plan and use appropriate resources to engage pupils in learning.

Identify the approaches to using the classroom as a learning environment.

Ensure that all episodes and whole lessons taught are evaluated and targets set.


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

Session 5: Review of performance against the Teachers’ Standards and Mid Point Summative

Review trainee(s) progress against the Teachers’ Standards, themes and personal targets using TPT.

Complete a Mid Point Report for each trainee with summative comments and clear targets against the Teachers’ Standards.

Trainee must read, agree and sign the Mid Point Report before bringing back to UWE on Placement Review Day 3 and 4 April 2014

Maintain the Trainee Green Files ensuring that all the paperwork required is present using cover

Reflect on your progress against the Teachers’ Standards in your Trainee Progress Tracker on this placement and discuss with your SPT.

Review Your Progress Report and the targets set.

Begin to identify points of discussion for Training Review Day on 3 and 4 April 2014

Ensure your files are in good order for this session, with items correctly filed in the PD Portfolio.

Reflect on your learning during the first half of this placement and also what has most powerfully impacted on your learning.

TS 8 Fulfil wider professional responsibilities take responsibility for improving teaching

through appropriate professional development, responding to advice and feedback from colleagues

Section 2

TS 8 Fulfil wider professional responsibilities take responsibility for improving teaching

through appropriate professional development, responding to advice and feedback from colleagues

2-S-39

checklist.

Monitor fully the quality of training through a close scrutiny of the paperwork includingSubject Mentor Meeting Logs and Lesson Observation Forms (both formal and informal) to monitor trainee progress and SM support.


2-S-40

SCIENCE PLACEMENT B2: 24 February – 2 April 2014Week 31 – 36: Regular input and first session

Subject Mentor Agenda



Welcome the trainee back and ensure they have copies of appropriate policy documents including Schemes of Work and examination specifications.

Monitor the trainee in the subject based parts of the induction timetable in consultation with the SPT

Run FIVE timetabled SM meetings to support the trainee’s subject teaching with the Subject Mentor Meeting Log completed by the trainee

Support the trainee in embedding good practice in their lesson planning (using the UWE proforma or appro-priate alternative) with focused evaluation and target setting

Support trainees in the management of pupil behaviour in and out of lessons embedding successful practice

Provide or arrange a weekly lesson observation using the lesson observation proforma). Ensure there is a minimum of TWO formal written observations in this placement.

Where possible ONE of the formal observations should be jointly with the UWE Visiting Subject Tutor.

Ensure that the trainee is confident in planning meeting the needs of all pupils drawing upon further guidance from specialist colleagues where needed

Support the development of the trainee in their reflection on their progress against the Teachers’ Standards using their Trainee Progress Tracker

Monitor the trainee timetable to ensure both curriculum and age phase coverage





Focussed discussion on trainee’s development and setting of agreed SMART targets, related to student outcomes recorded on Trainee Pro-gress Tracker



Completion of Subject Mentor Meet-ing Log for 5 weekly sessions.

These should address the regular input identified on this page, and a focus from the sessions on the next two pages.

E-mail timetable to Group Tutor, if not already done.

Take your science handbook, PD portfolio teaching file, progress tracker to each mentor meeting



Teaching and Learning: Lesson ObsRegular inputThe mentor should debrief the trainee after observing lessons.Carry out two formal lesson observations in this block. (+ 1 by subject tutor, +1 by SPT)Monitor and debrief trainee’s progress towards Progress Report.

Show evidence of making progress against agreed action points.Carry out lesson observations of teachers in Science and other subjects, focused on the trainee’s individual targets.


2-S-41

Provide opportunities for focussed lesson observations of teachers.Professional: Regular inputDuring feedback and as part of the sessions, the mentor should continue to monitor the trainee’s individual needs and identify SMART targets for action.The focus could be:

Use of data and monitoring progres-sion

Evaluating learning outcomes and how these link to student outcomes and differentiation

Developing a wider range of teach-ing and learning activities

Build on effective behaviour man-agement strategies, using the school policy where appropriate

Subject knowledge

Reflect on formal and informal feedback from mentor meetings and observations and scrutiny of teaching fileEvaluate lessons for student progress, motivation and engagementReview the school policy on rewards and sanctions and follow up the policy where this has been necessary.Collect evidence of at least four effective strategies you have used for each of the following: capturing pupils’ attention at different

stages of lessons; dealing with off-task chatter; enabling individuals to contribute to

whole class discussion; incorporating effective ICT into lessons.

Professional values and responsibilitiesTS8 Fulfil wider professional responsibilities PDBehaviourTS7 Manage behaviour effectively to secure a good and safe learning environment PP

Professional – first sessionThe mentor should at the first formal session monitor that the trainee has completed :

Set up a teaching file with medium term planning for the classes to be taught

Made progress in relation to targets set in Placement A identified in Trainee Progress Tracker and plan-ning for lessons

Engaged with medium term planning

Organise a teaching file used as a working document which includes:Department policies, teaching groups, schemes of learning.For each class taught:Names/ attendance/ vulnerable groups identified/ IEPsLesson plans and evaluationsResources


Subject Knowledge – first sessionEnsure that second action plan in Subject Knowledge Profile is completed to a good standard, including SMART targets for action.

Share the action plan of the Subject Knowledge Profile with your mentor.Review progress with ICT audit

Subject knowledge and pedagogyTS3 TS3 Demonstrate good subject /curriculum knowledge SKfT

2-S-42

SCIENCE PLACEMENT B2: 24 February – 2 April 2014Week 31 – 37 Focus sessions



Inclusion and diversity– focus sessionThe mentor should as part of one formal session or through arranging a meeting with the SENCO discuss the trainee’s beginning understanding of:

Students with SEND Individual Education Plans (IEPs) Students identified as More Able,

Gifted and Talented Students with English as an Addi-

tional Language Planning for inclusion

Discuss the use of additional adults in the classroom.

Write out a pen portrait or annotated seating plan for each class, identifying students in vulnerable groups and target grades. Provide a copy for all observers.

Identify a series of lessons where you will work with a teaching assistant, either deploying them effectively or working with them to support students.TDA(2010) Toolkit for Including students with SEN and /or disabilities in Secondary Science

SEND, EALTS5 Adapt teaching to respond to the strengths and needs of all pupilsTS8 Fulfil wider professional responsibilities

PP, PD

Classroom –based enquiry assignment – focus session (4 – 15 March)Discuss the agreed focus of the CBE assignment and facilitate the enquiry.

Carry out your classroom based enquiry and complete your assignment as described in the assessment pages of the handbook.

KfT: CBE

Assessment – focus sessionThe mentor should, as part of one formal session:Introduce the school and department formal policies for assessmentDiscuss the principles and procedures for assessment of Key Stage 3 (APP if appropriate), Key Stage 4 (current controlled assessments) and Key Stage 5, if appropriate.Explain how assessment data is recorded and reported to parents.

Mark a set of books giving formative comments which move the students on in their learning. Give time in class for students to address your comments. Reflect on how you have made progress in this area.Assess a piece of student learning against levels/ grades and discuss this with your mentor.Use the school’s recording systems to share your assessment data.If possible, participate in parents’ evening and/or contact with parents to share progress.With the help of your mentor, identify three students in one of your groups who are achieving below target; identify, implement and evaluate actions to address the underachievement.

AssessmentTS6 Make accurate and productive use of assessmentPP, CBE

Job Applications– focus sessionThe mentor should, as part of one formal session:Give guidance to trainees on job applications and interviews as appropriate.

Revisit work from UWE subject sessions on job applications and interviews.


Professional – Midpoint ReportThe mentor should as part of formal session w/b 18 MarchDiscuss the trainee’s self-evaluation of their strengths and areas for improvement and feed in to midpoint review.Notify the UWE science tutor of any concernsAgree SMART targets on Trainee Progress Tracker and focus for the next series of observations

Identify progress against teacher standards using Trainee Progress Tracker and Subject Knowledge Profile, ensuring that they can present evidence in the Professional Development Portfolio.Complete third action plan in Subject Knowledge Profile.


2-S-43

SCIENCE UWE REVIEW DAYS: 3 April – 4 April 2014Week 37



Teaching and LearningWhat are the features of outstanding practice?

Peer review of Placement A teaching file,

Ofsted Framework for Schools 2013


Teaching and LearningWhat are the range of strategies that I can use to engage learners?

Bring and share an activity which demon-strates teaching strategies

Planning and teachingTS4 Plan and teach well-structured lessons

Subject Knowledge for TeachingIn what areas do I need to develop my subject knowledge for teaching?

Review Subject Knowledge Profile Subject knowledge and pedagogyTS3 Demonstrate good subject and curriculum knowledgeSKfT

Professional

How can I review my progress so far and prepare for placement B?What are my strengths and areas for development?

Bring Mid-Point Report into UWE.Professional Development PortfolioMeet with group tutor.Set targets on Trainee Progress Tracker

Identify areas for development in June Immersion and Complementary training

Review progress with Classroom Based Enquiry.


2-S-44

PLACEMENT B3: 22 April – 22 May 2014

TRAINEE TIME HOURS EACH WEEKAttendance on Placement Full timeResponsibility for Planned Teaching (RPT) 15 hours (made up of significantly of whole class

teaching)Directed Study (DS) 2.5 hoursPersonal Study (PS) 2.5 hoursTraining Meetings per week SPT 1 hour for trainee group

SM 1 hour for individual


Organise the Professional Development Programme and place copy in Trainee Green File(s)


Run the timetabled SPT sessions to address the SPT Professional Development session content and address the key priorities at the consolidating, enhancing and extending

Support the trainee as they implement their intervention for the Knowledge for Teaching in Secondary Education: Classroom – Based Enquiry intervention.


Ensure each trainee has an appropriate timetable with any necessary amendments with an expectation of whole class teaching responsibilities for the majority of the RPT

Monitor trainee(s) completion of the Directed Study Tasks in particular their use of their PD Portfolio and TPT.


Scrutinise the trainee’s Professional Practice Teaching File in week beginning 12 to 21 May 2014 (see pages 3-14 to 3-18 in the PGCE Handbook) and complete the required proforma.

Complete the Final Report for each trainee and discuss this with them. The trainee must sign the Report and then bring their completed and checked green Folder back too UWE with them for the Training Review Day.

Phase 3 Consolidating, Enhancing and Extending

Being proactive in the wider life of the school including supporting pupil wellbeing

Evidencing sharp understanding of how to develop and consolidate learning over time

Evidencing excellent subject knowledge linked to progress and assessment strategies

Extending use of creative and imaginative planning, pre-paration and teaching strategies

Demonstrating very effective management of behaviour to promote learning

Consolidating of the use of well targeted interventions to secure good or better learning for all including SEND, EAL, ML, BL

Evidencing confident knowledge in supporting learners in numeracy, language and literacy

Evidencing academic enquiry at Master’s level Consolidating higher level scholarship for a professional

audience Reflecting on and identifying future needs and early ca-

reer development


Item provided by


1 Formal lesson observation SPT

5 Mentor Session Meeting Logs Subject Mentor

3 Formal lesson observations Subject Mentor

1 Formal Lesson Observation UWE Visiting Subject Tutor

2-S-45

Trainee Final Report SPT

2-S-46

PLACEMENT B3: 22 April – 22 May 2014

Professional Development: Senior Professional Tutor sessions

Phase 3: Consolidating, Enhancing and ExtendingSenior Professional Tutor Sessions:Indicative Content


Session 1: Discussion of the trainees’ aspirations.

- What were their targets for the second part of the B Placement?

- Where do they see their key development targets for this part of the placement?

- What have they individually/collectively identified from their Mid Point Report that can be supported through the SPT programme?

- How will they provide secure/high quality evidence for meeting the Teachers’ Standards?

- Discuss trainee’s contribution to the wider life of the school

Review your Mid Point and the targets set on Training Review Day at UWE and identify key targets to be addressed on the second part of B Placement.

Set challenging targets for this final part of B Placement









The following SPT Professional Development Session s to be delivered in the order that suits your institution



Classroom Based Enquiry : Knowledge for TeachingSupport the trainee in the completion of the planned intervention

Implement the intervention with chosen pupils/class

TS5 Adapt teaching to respond to the strengths and needs of all pupilsTS 8 Fulfil wider professional responsibilities

First AppointmentsHow do I get a job?Explore with trainees the approach your institution takes to appointing staff: the advertisement and application process, the methods used for short listing, interview and selection.Where possible arrange formal mock interviews with senior colleagues ideally videoing the process for structured feedback.

Examine job advertisement details for key messages, update your CV and letter of application and provide a copy for your SPT/SM if they wish.

Send your UWE personal tutor an email updating them on your progress for reference purposes.

Consolidating and Extending your support for all learnersHow does this institution provide holistic support for learners and ensure pace, challenge and care?(Could include inputs from SENCO, LSA, G&T co-ordinator, pastoral team, other agencies, BfL leaders, NQTs.) How is data used to monitor performance and support raising achievement?

Read in-house policy and practice documents and read the Online pages.Access DfE sites for policy, research and other information.Follow up session by considering, in a discrete and professional way, needs of actual pupils you teach.

TS5 Adapt teaching to respond to the strengths and needs of all pupils• know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively• have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

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Consolidating and Enhancing management of Pupil Behaviour

Review your institution’s policy on behaviour management.

How is the policy implemented in different subject areas?

Do pupils value the rewards and sanctions used to support appropriate behaviour?

Identify the use effective of classroom routines? What characterises an effective classroom routine?

Re-read the school policy on Behaviour Management.

Use the policy to plan your management of whole classes and how you respond to behaviour outside the classroom

Use your good working knowledge of the rewards and sanctions used and use them effectively to enhance your classroom management

Revisit the guidance for behaviour management for www.education.gov.uk





Raising achievement through the use of data: Supporting and Extending Learners.

How does your institution use data to raise achievement?


How are you planning to support pupils to achieve their best?





Begin to assemble a list of strategies in your Placement BFile.

Identify the role of the LSA in the classroom. Undertake some early planning of LSA support for your teaching.




TS 8 Fulfil wider professional responsibilities develop effective professional

relationships with colleagues, knowing how and when to draw on advice and specialist support



Review the Assessment policy and practice in your institution.

Extend you understanding of the range and type of data available.

Further explore with trainees how the data used in the institution, by teachers?What is your contribution to the tracking of individual pupil performance over each Key Stage?

Contribute where possible to the feedback and reporting systems in the institution.

Reflect on your institution’s policy and practice documentation on Assessment thoroughly – how well are you implementing it?

Consolidate and enhance the strategies your are using to monitor, assess and feedback on pupils’ work/progress

Take significant responsibility for assessing, marking and feeding back to pupils on a regular basis.


TS8 Fulfil wider professional responsibilities communicate effectively with

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


What do you now think are the key components to a successful lesson?

How have you motivated and engaged pupils and how can you enhance this further?

What is the importance of good subject knowledge?

Use the UWE Lesson Plan Proforma (or appropriate alternative) to plan your teaching of lessons.

Plan, develop and use appropriate resources to engage pupils in learning.

Extend the range of approaches you employ to use the classroom


• impart knowledge and develop understanding through effective use of lesson time• promote a love of learning and children’s intellectual curiosity• set homework and plan other out-of-class activities to consolidate and extend the knowledge and

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How can literacy and numeracy be built into successful lessons?How are you using the independent learning/homework policy in the institution?How does this support the progress of pupils?

as a learning environment.

Ensure whole lessons taught are critically evaluated and targets set.

understanding pupils have acquired• reflect systematically on the effectiveness of lessons and approaches to teaching• contribute to the design and provision of an engaging curriculum within the relevant subject area(s).

Cross-Curricular Connections

Introduction to the school’s response to, and involvement in, cross-curricular initiatives such as KS3 strategy, literacy, ICT, numeracy, citizenship, work-related learning.Post 16: also Key Skills and Skills for Life initiatives.

Read placement documentation related to curriculum innovation and gather examples.

Look at The National Curriculum online

Revisit guidance on cross-curricular working; also see VLE, and DfE website.

TS3 Demonstrate good subject and curriculum knowledgedemonstrate 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

Review of performance against the Teachers’ Standards and Final Report

Review trainee(s) progress against the Teachers’ Standards, themes and personal targets.Formally scrutinise the trainee Professional Practice Teaching File against the module criteria (pp 3 - 14)

Complete a Final Report for each trainee with summative comments and clear targets against the Teachers’ Standards.

Trainee must read, agree and sign the Final Report before bringing back to UWE on Placement Review Day on 23 May 2014 along with their Green File

Monitor fully the quality of training through a close scrutiny of the paperwork includingMentor Meeting Training Log and Lesson Observation Forms (both formal and informal) to monitor trainee progress and SM support.


Ensure that your PP Teaching File(s) are up to date and well maintained for the SPT scrutiny

Reflect on your progress against the Teachers’ Standards on this placement and discuss with your SPT using your Trainee Progress Tracker.

Review Your Final Report and the targets set.

TS 8 Fulfil wider professional responsibilities take responsibility for improving

teaching through appropriate professional development, responding to advice and feedback from colleagues

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SCIENCE PLACEMENT B3: 22 April – 22 May 2014Week 39 – 43: Regular input

Subject Mentor Agenda – Consolidating, Enhancing and Extending


Welcome the trainee back and ensure they have an updated timetable if required

Monitor the trainee in the subject based parts of their timetable in consultation with the SPT

Run timetabled SM meetings to support the trainee’s subject teaching with the Subject Mentor Meeting Log com-pleted by the trainee

Support the trainee in consolidating and extending good practice in their lesson planning (using the UWE pro-forma or appropriate alternative) with focused evaluation and target setting

Consolidate the strategies trainees use to manage behaviour effectively to ensure a good and safe learning en-vironment

Ensure that the trainee is confident in using an extended range of strategies to meet the needs of all pupils draw-ing upon further guidance from specialist colleagues where needed

Provide or arrange a weekly lesson observation using the lesson observation proforma). Ensure there is a min-imum of THREE formal written observations in this placement.

Monitor the trainee timetable to ensure both curriculum and age phase coverage

Monitor trainee(s) completion of the Directed Study Tasks, their PD Portfolio and TPT.

Phase 3: Consolidating and Extending



Focussed discussion on trainee’s de-velopment and setting of agreed SMART targets, related to student outcomes and recorded in Trainee Progress Tracker



Completion of 7 weekly mentor ses-sion review sheets

These should address the regular input identified on this page, and a focus from the sessions on the next two pages.

E-mail timetable to Group Tutor, if not already done.

Take your science handbook, portfolio and teaching file and Trainee Progress Tracker to each mentor meeting



Teaching and Learning: Lesson ObsRegular inputThe mentor should debrief the trainee after observing lessons.Carry out three formal lesson observations in this block. (+ 1 by subject tutor, +1 by SPT)Monitor and debrief, recording trainee’s progress on the Trainee Progress TrackerProvide opportunities for focussed lesson observations of teachers.

:Show evidence of making progress against agreed action points on the Trainee Progress Tracker.Carry out lesson observations of teachers in Science and other subjects, focused on the trainee’s individual targets.


Professional: Regular inputDuring feedback and as part of the sessions, the mentor should continue to monitor the trainee’s individual needs and identify SMART targets for action on the Trainee Progress Tracker.

:Reflect on formal and informal feedback from mentor meetings and observations and scrutiny of teaching fileEvaluate lessons for student progress, motivation and engagement


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The focus could be: Use of data and monitoring progres-

sion Evaluating learning outcomes and

how these link to student outcomes and differentiation

Developing a wider range of teaching and learning activities

Build on effective behaviour manage-ment strategies, using the school policy where appropriate

Subject knowledge

Review the school policy on rewards and sanctions and follow up the policy where this has been necessary.Collect evidence of at least four effective strategies you have used for each of the following: capturing pupils’ attention at different

stages of lessons; dealing with off-task chatter; enabling individuals to contribute to

whole class discussion; incorporating ICT effectively into

lessons.


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SCIENCE PLACEMENT B3: 22 April – 22 May 2014Week 39 – 43 Focus sessions



Cross curricular approaches– focus sessionThe mentor should discuss as part of one formal session:

The range of uses of ICT in science How literacy skills are taught through

science How links are made between maths

and science

Plan to use ICT imaginatively in one lesson. Evaluate how ICT supported student learning.

PhonicsSubject knowledge and pedagogyTS2 Promote good progress and outcomes by pupils PP, CBE

Practical work and How Science Works – focus sessionThe mentor should discuss as part of one formal session:

how HSW and practical skills are built in to the schemes of learning

how risk assessments are managed in the department

Discuss effective use of models or analogies in teaching of the trainee’s science specialism.

Trace progression of How Science Works through the schemes of learning or long term plans.Follow the department’s policy on writing risk assessments.Use a scientific model or analogy to teach a lesson or a small group of students.

Subject knowledge and pedagogyTS2 Promote good progress and outcomes by pupilsPP

Thinking skills – focus sessionThe mentor should discuss as part of one formal session:How the learning to learn/ skills curriculum supports student learning in the school.

Use the school’s approach to thinking skills/ learning to learn to plan and teach a series of lessons.Extension – Make an assessment of the skills-based curriculum

Planning and ProgressionTS1 Set high standards which inspire motivate and challenge pupils.AssessmentTS6 Make accurate and productive use of assessmentPP, CBE

CurriculumThe mentor should discuss as part of one formal session:How the school’s science curriculum is designed to meet the needs of all learners.Review the latest developments and drivers in the science curriculum.

Review the range of curriculum approaches including vocational courses.Observe vocational lessons subjects in science or other subjects


Progress Report - final sessionFeed detailed comments to the SPT to complete the Final Report.Sign and comment on the Subject Knowledge Profile.Discuss progress to date.Ensure that Professional Practice module is complete.Discuss how Professional Development Portfolio can be used to provide targets for NQT year

Submit Professional Practice module assignment to SPT w/b 20 mayPortfolio – all mentor session review sheets and observations completed and in date order.SKP – revisited, actions identified and signed by mentorIdentify strengths and areas for development for your CEDP and discuss with your mentor – completed and signed by SPTTeaching file – completed ready for scrutiny by your subject mentorComplete handover of teaching groups to class teachers.Agree and sign your final report.Complete your skills tests if not already passed.


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SCIENCE UWE REVIEW DAY: 23 May 2014Week 43



Teaching and LearningWhat are my strengths and weaknesses for development in immersion and complementary training?

Review of Placement teaching file, Planning and ProgressionTS1 Set high standards which inspire motivate and challenge pupils. PP

Teaching and LearningWhat are the range of strategies that I can use to engage learners?

Bring and share an activity which demon-strates teaching strategies

Planning and teachingTS4 Plan and teach well-structured lessons


Review Subject Knowledge Profile and complete final action plan


Professional

What are my strengths and areas for development?

Bring Final Report into UWE.Reflect and celebrate progress.Ensure that Professional Development Portfolio is updated for Placement BMeet with group tutor.Set targets on Trainee Progress Tracker

Identify areas for development in June Immersion and Complementary training

Review progress with Classroom Based Enquiry.Submit Classroom Based Enquiry Know-ledge for Teaching Module components 1 and 2 (29th May 2pm)


Week 45


2 – 6 June 2014


Week 46


9 - 13 June 2014


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PROFESSIONAL DEVELOPMENT UWE BLOCK 6: 16 – 20 June 2014


Phase 3: Consolidating, Enhancing and ExtendingProfessional Development WCL and Session


Friday 20 June

9.00 – 10.45Seminar with Group Tutor

11.00 – 1.00Final Lead Lecture: Celebrating our success

Reflect on your development as teacher and how you can contribute through feedback to the ongoing development of the PGCE programme.

Work together as a subject group to produce and present a 5 minute presentation on your subject and its place in the contemporary school curriculum t

All the Teachers’ Standards

SCIENCE UWE PREPARATION FOR IMMERSION/COMPLEMENTARY TRAINING: Week 44



ProfessionalWhat are my strengths and areas for development?What preparation do I need to make for my final complementary or immersion training?

Prepare for immersion or complementary training.

Submit Classroom Based Enquiry Know-ledge for Teaching Module components 1 and 2 (29th May 2pm)


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SCIENCE UWE BLOCK 6: 15 June – 20 June 2014Week 47



CurriculumHow have my views on the nature of science evolved over the course?

Revisit Chalmers A (1999) What is this thing called Science? And compare your present view of Science with that at the start of the course.



Review Subject Knowledge Profile and complete final action plan


ProfessionalHow can I continue to develop as a professional throughout my career?

Consider the range of tools for professional development (e.g., MTL, MA, Science CPD, action research, ASE)


ProfessionalWhat are my key strengths and areas for development to take forward into my first teaching post?

Complete presentation for Professional Development Module: Component 2

Finalise Professional Development Portfolio and Trainee Progress Tracker

Formally evaluate the effectiveness of the Science PGCE course.Further reading:Fisher L (2006) 100 Ideas for Surviving your First Year in Teaching, London: Continuum.Ginnis P (2001) The Teachers’ Toolkit


READING LIST

Required readings are highlighted in bold in the subject pages.

E-books are starred below

Course book is Wellington and Ireson (2012) – see induction guide

As ASE members you will receive the two main ASE journals – Education in Science and School Science Review which will keep you up to date with current issues and developments in science teaching.

Adey P., Shayer M. and Yates C. (2001) ‘Thinking Science: The Materials of the CASE Project (3rd Edition), Cheltenham: Nelson-ThornesASE (2001) Topics in Safety, Hatfield: ASEASE (1996) Safeguards in the school laboratory (10th edition) Hatfield: ASEASE (2009) Safe and exciting science Hatfield: ASEASE (2010) The Language of Measurement Hatfield: ASE*Braund M. and Reiss M. (Eds) (2004) Learning Science Outside the Classroom, London: Routledge/Falmer* Barton R. (2005) Teaching Secondary Science with ICT Maidenhead: Open University PressBishop, K. and Denley, P. (2007) Learning Science Teaching: Developing a professional knowledge base Maidenhead; Open University PressBlack, P. and Wiliam, D. (1998) Inside the Black Box: Raising Standards through classroom assessment London: Kings CollegeBlack P, Harrison, C. et al (2002) Working Inside the Black Box: Assessment for learning in the classroom, London: Kings College

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Black et al (2004) Working Inside the Black Box for Science Teachers London: NFER NelsonBraund M and Reiss M (Eds) (2004) Learning Science Outside the Classroom, London: Routledge/Falmer (e-book)*Capel.S., Leask M., and Turner T. (2009) Learning to Teach in the Secondary School, Abingdon: RoutledgeChalmers AF (1999) What is this thing called Science? Milton Keynes: OUPCLEAPPS (1989) Hazards, Uxbridge: CLEAPPSCLEAPPS (1991 and later) Laboratory Handbook Uxbridge: CLEAPPSCLEAPSS (2009) Successful science practicals Uxbridge: CLEAPPS available online at <http://www.cleapss.org.uk/attachments/article/0/G30.pdf?Secondary/Science/Guides/?New teachers/> Cooze, A. (2006) 100 Ideas for Trainee Teachers, London: ContinuumDCSF(2008) Progression to Post 16 Science: the Report (available online at <http://dera.ioe.ac.uk/2509/1/sci_post16_rept_0046109.pdf>DfEE (1996) Safety in Science Education, HMSO: LondonDfEE (1999) McGuiness, Thinking Skills in Thinking Classrooms available online at<http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RB115>DfES (2004) Pedagogy in Practice: Teaching and Learning in Secondary Schools : London: HMSODfES (2004) Curriculum continuity Effective transfer between primary and secondary schools, London: HMSODfES (2008) Science The National Curriculum for England Key Stages 1-4 London: HMSODfES (2008) Key Stage 3 National Strategy Framework for Teaching ScienceCourse book: Wellington and Ireson (2012) – see induction guideDriver, R. et al (1995) Children’s ideas in Science, Buckingham: Milton Keynes: OUP*Driver R. et al (1994) Making Sense of Secondary Science, Buckingham: OUPEverett K. (1991) A Safety Handbook for Science Teachers,London: MurrayFarley R. (2001) School Chemistry Experiments Hatfield: ASEFarley R. (2005) School Physics Experiments. Hatfield: ASEGinnis P., (2001) The Teachers Toolkit, Crownhouse: AberystwythGott R. and Duggan S. (1995) Investigative Work in the Science Curriculum, OUPHealth and Safety Commission (1989) COSHH: Guidance for schools London: HMSO.Health and Safety Executive (2011) School trips and outdoor learning activities: Tackling the health and safety myths available online at <http://www.hse.gov.uk/services/education/school-trips.pdf>Hollins, M.(2011) ASE Guide to Secondary Science Education Hatfield:ASEJarman R. and McClune B. (2007) Developing Scientific Literacy: Using News Media in the Classroom,*Kind, V. and Taber, K.(2005) Science: Teaching School Subjects 11-19, London: RoutledgeKind , V. and Kind, P.(2008) Teaching Secondary How Science Works , Hatfield ASEKnight P, (2004) Five Easy Lessons: Strategies for Successful Physics Teaching, Illionis; Pearson Education*Levinson, R. (Ed) 1994) Teaching Science, London: RoutledgeMillar, R (2010) Analysing Practical activities. Hatfield: ASEMillar, R (2004) The role of practical work in the teaching and learning of scienceUniversity of York. Paper prepared for the Meeting: High School Science Laboratories: Role and Vision, National Academy of Sciences, Washington, DC. 3-4 June 2004Millar, R (2010) Analysing Practical activities. Hatfield: ASEMonk M and Osborne J(ed) (2000) Good Practice in Science Teaching : What Research has to say Milton Keynes:Open University .Naylor S. and Keogh, B. (2000) Concept Cartoons in Science Education, Millgate PublishersNaylor S, Keogh B and Goldsworthy A. (2004) Active Assessment. London: David Fulton Publishing /Millgate House PublishingNott M and Wellington J (1993) Your Nature of Science: School Science Review 75 (270), pp.110-112, RoutledgeOFSTED (2003) Good assessment practice in science London: HMSOOFSTED (2008) Identifying good practice: a survey of post-16 science in colleges and schools, London: HMSOOFSTED (2010) Guidance for students studying science London: HMSOOFSTED (2011) Successful Science: An evaluation of science education in England 2007 – 2010,London: HMSOOFSTED (2013) School inspection Handbook London: HMSO available from < http://www.ofsted.gov.uk/resources/school-inspection-handbook>O’Leary, Z (2005) The Essential Guide to Doing Research in Education, London:SageOversby,J.(2011) ASE Guide to Research in Science Education Hatfield:ASEOsborne R and Freyburg (1985) Learning in Science: The Implications of Children’s Science London: HeinnemannOsborne J and Dillon, J. (ed) (2010) Good Practice in Science Teaching : What Research has to say Milton Keynes:Open University .QCA ( 2008) Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties: Science London: HMSOReiss M. (2007) What should be the aim(s) of school science education? in The Re-emergence of Values in the Science Curriculum, Corrigan D, Dillon J. and Gunstone R (Eds), Sense, Rotterdam (pp. 13-28).Rogers, B.(2011) Classroom Behaviour London:SageReiss M (2007) Imagining the World: The Significance of Religious Worldviews for Science Education, Science and EducationRose (2006) Review – Synthetic phonics in the teaching of early reading London: HMSO*Ross K.et al (2010) Teaching Secondary Science ,London: David Fulton PublishersSang, D.(ed) (2011) Teaching Secondary Physics. London: ASE/John MurraySang, D. and Wood-Robinson, V. (2002) Teaching Secondary Scientific Enquiry. London: ASE/John Murray*Sears, J and Sorenson, P eds (2000) Issues in Science Teaching, Routledge/Falmer

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http://dera.ioe.ac.uk/2509/1/sci_post16_rept_0046109.pdf

Selly, N. (2000) Wrong Answers Welcome SSR Vol 82: 299 Hatfield: ASESullivan, Otha Richard (2000) African American Inventors, John Wiley and Sons IncSullivan Otha Richard (2001) African American Women Scientists and Inventors, John Wiley and Sons IncTaber, K (2012) Teaching Secondary Chemistry Hatfield:ASETDA (2009) Special educational needs and/or disabilities training toolkit : for secondary PGCE tutors and trainees : including students with SEN and/or disabilities in secondary physical education available online at http://dera.ioe.ac.uk/id/eprint/13805 TDA (2011 ) Special educational needs in mainstream schools: a guide for the beginner teacher available online at http://dera.ioe.ac.uk/8478/Wadsworth B (1996) Piaget’s Theories of Cognitive and Affective Development: Foundations of Constructivism*Wellington J and Osborne (2001) Language and Literacy in Education, Milton Keynes: OUP*Wellington, J. and Ireson, G (2012) Science learning, science teaching, RoutledgeWoolnough B and Allsop T (1985) Practical Work in Science, Cambridge: CUP.*Wragg E. (2001) Classroom Management in Secondary Schools

STUDENTS' TEXTBOOKSWe recommended that you use the textbooks which your placements use with pupils. Here, however, is a list of some of these textbooks:PhysicsNelson Advanced Science–Mechanics and Radioactivity by Mark Ellse, Chris Honeywill (2003).Nelson Advanced Science–Electriciy and Thermal Physics by Mark Ellse, Chris Honeywill (2004).Nelson Advanced Science–Waves and Our Universe by Mark Ellse, Chris Honeywill (2003).Hodder Murray-Advanced Physics by Tom DuncanNelson Thorne–AQA Science: GCSE Physics (2006).Pearson-Edexel 360 Science (with CD) by Richard Shewry (2006).Duncan T. and Kennet H. (2001) GCSE Physics, John Murray..Johnson K. (2006) New Physics For You, Stanley Thornes.Pearson, R (2007).Oxford University Press-GCSE Physics Complete Revision and PracticeFarley R (2005) School Physics Experiments. Hatfield: ASEChemistry:Advanced Chemistry ISBN 019914633-0CGP A2-Level Chemistry Revision Guide ISBN: 978 1 84146 36CGP GCSE Chemistry ISBN 978 1 84146 640 8KS3 Science Complete Revision and Practice ISBN: 978 1 84146 385 8Hill and Holman: Chemistry in Context Hill and Holman ISBN 017448231-0Farley R (2001) School Chemistry Experiments Hatfield: ASEAQA Chemistry teachers book with CD roms ISBN 978 07487 96397Acaster and Ryan, Chemistry for OCR. ISBN 978-0-521-72456-2School Chemistry Experiments ASE ISBN 9780863573262

Grevatt, A.(2007) Badger Key Stage 3 Science: Level-Assessed Tasks Badger

Websites

Exam board websites: past papers, syllabuses, model answers, examiners' reports and other resources.AQA www.aqa.org.ukCCEA www.ccea.org.ukEdexcel www.edexcel.org.ukOCR www.ocr.org.ukWJEC www.wjec.co.uk

Government websites:Health and Safetywww.education.gov.uk/aboutdfe/advice/f00191759/departmental-advice-on-health-and-safety-for-schools Ofstedwww.ofsted.org.uk National College for Teaching and Leadershipwww.www.education.gov.uk/nationalcollege/ Access to Teachers’ TVh ttp://www.teachers.tv/subjects/secondary/science Office of Qualifications and Examinations Regulations - Ofqualhttp://ofqual.gov.uk/National Curriculum in Englandhttp://www.education.gov.uk/schools/teachingandlearning/curriculum/primary http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary National Curriculum in Waleshttp://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/?lang=en

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http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/?lang=en

http://wales.gov.uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum/?lang=en

http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary

http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary

http://www.teachers.tv/subjects/secondary/science

http://www.www.education.gov.uk/nationalcollege/

http://www.ofsted.org.uk/

http://www.education.gov.uk/aboutdfe/advice/f00191759/departmental-advice-on-health-and-safety-for-schools

http://www.wjec.co.uk/

http://dera.ioe.ac.uk/id/eprint/13805

Resourceswww.ase.org.uk http://www.bbc.co.uk/schools/gcsebitesize/ podcasts, interactive quizzes, games etc.www.cellsalive.com www.cleapss.org.uk Guidance on health and safety, risk assessments, use of chemicals, living organisms and equipment. www.brainpop.co.uk – range of animations –your tutor will have the passwordwww.creative-chemistry.org.uk http://www.futuremorph.org/ Career opportunities in science and technologywww.iop.org http://www.kscience.co.uk/ www.nhm.ac.uk Natural History Museumhttp://phet.colorado.edu/ Physics animationshttp://www.ofqual.gov.uk/files/qca-06-2864_science.pdf http://www.planet-scicast.com/experiments.cfm Movies that can be used in your lessons plus write-ups of the activities, experiments and demonstrations.www.rsc.org http://scienceweb.dao.nrc.ca/can/women http://science.nasa.gov/kids/ http://www.nationalstemcentre.org.uk/ includes SEP and catalyst magazinehttps://www.societyofbiology.org/about-us Society of Biologywww.spartacus.schoolnet.co.uk/REVscience.htm http://www.tes.co.uk/resourcesHome.aspx?navcode=70 Past UWE PGCE students say, “ loads of resources for starters, mains and plenaries”.http://www.upd8.org.uk/ Resources produced by ASE. Your mentors say “ lots of How Science Works”.http://www.youtube.com/

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http://www.youtube.com/

http://www.upd8.org.uk/

http://www.tes.co.uk/resourcesHome.aspx?navcode=70

http://www.spartacus.schoolnet.co.uk/REVscience.htm

https://www.societyofbiology.org/about-us

http://www.nationalstemcentre.org.uk/

http://science.nasa.gov/kids/

http://www.rsc.org/

http://www.planet-scicast.com/experiments.cfm

http://www.ofqual.gov.uk/files/qca-06-2864_science.pdf

http://phet.colorado.edu/

http://www.nhm.ac.uk/

http://www.kscience.co.uk/

http://www.iop.org/

http://www.futuremorph.org/

http://www.creative-chemistry.org.uk/

http://www.brainpop.co.uk/

http://www.cleapss.org.uk/

http://www.cellsalive.com/

http://www.bbc.co.uk/schools/gcsebitesize/audio/science/

http://www.ase.org.uk/

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