pgce trainees' handbook 2019 2020 science · pgce trainee handbook 2019-20 core, pathfinder,...
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PGCE Trainees' Handbook 2019 – 2020
Science
11-16(With Post-16 Enhancement)
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ContentsInduction Week Timetable 2019-20........................................................................................4First Week Check List ............................................................................................................7University Tutors ....................................................................................................................7Qualified Teacher Status (QTS) .............................................................................................8Post-16 Enhancement............................................................................................................8PGCE Key Trainee Dates 2019 – 2020 .................................................................................9PGCE Course Staff ..............................................................................................................12Permitted Absence, Self-Certification and Health & Safety..................................................13Leave of Absence.................................................................................................................14Trainee Representatives ......................................................................................................15Course Aims.........................................................................................................................15Course Structure ..................................................................................................................16
PGCE Calendar 2019–2020: Core ..................................................................................17PGCE Calendar 2019 – 2020 – Pathfinder School Direct ................................................18PGCE Calendar 2019 – 2020 – YTSA School Direct .......................................................19PGCE Calendar 2019 – 2020 – All Saints School Direct..................................................20
Autumn Term: PGCE Induction Programme and Placement 1 ............................................21Whole School Issues ........................................................................................................21Curriculum Area Courses .................................................................................................21School placement .............................................................................................................21Placement 1 Block 1 – Autumn Term ...............................................................................22Autumn Term Assessment ...............................................................................................23Placement 1 – Block 2 - Spring Term (four weeks up to half-term): .................................24Spring Term Assessment .................................................................................................25
Spring and Summer Terms – University and Placement 2 ..................................................26Transition Week – Placement 1 into Placement 2 (1 week before February half term)....26Placement 2 (February to May) ........................................................................................27Summer Term Assessment – Placement 2 ......................................................................32
Summer Term - PGCE Summer Programme.......................................................................33Professional Enrichment (Monday 8 June – Friday 19 June 2020) ..................................33Summer Term Assessment – Summer Programme.........................................................34Summer Programme - Whole School Issues....................................................................35Summer programme - Curriculum Area Sessions ............................................................36
Overall Assessment for your PGCE .....................................................................................37Attendance........................................................................................................................37Classroom teaching and involvement in school life ..........................................................37Fitness to Practice ............................................................................................................38
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Assignments .....................................................................................................................38Self-evaluation ..................................................................................................................39
Evaluations...........................................................................................................................44External Examiners ..............................................................................................................44PGCE Board of Examiners...................................................................................................45Extension Placements..........................................................................................................45Teachers’ Standards (DfE, 2012).........................................................................................47Facilities and Resources for Trainees ..................................................................................48Trainees’ Responsibilities.....................................................................................................50PGCE: Financial Arrangements ..........................................................................................51Professional Associations ....................................................................................................52Your First Teaching Post......................................................................................................52PGCE Glossary ....................................................................................................................542019-20 Trainee Checklist for the Autumn Term .................................................................56
School Placement 1..........................................................................................................56School Placement 2..........................................................................................................57
PGCE Science Handbook 2019-2020..................................................................................59Introduction...........................................................................................................................59PGCE Science – Timetable..................................................................................................61
CA Sessions Autumn Term ..............................................................................................61CA Sessions Spring Term ................................................................................................62CA sessions - summer term .............................................................................................62
Science PGCE Course - Preparing for Sessions .................................................................63Professional Enrichment ......................................................................................................77Expected Learning Opportunities in School .........................................................................78School Placements...............................................................................................................78Teaching Files ......................................................................................................................80ICT Evidence........................................................................................................................81Assessment File, ICT and Subject Development Documents..............................................81Standards Profile..................................................................................................................83Pedagogic Subject (PSK).....................................................................................................84Facilities and Resources for Science Trainees ....................................................................85Reading List .........................................................................................................................86Disclaimer.............................................................................................................................87
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Induction Week Timetable 2019-20All rooms can be found on the interactive campus map: https://www.york.ac.uk/map/
Monday 16th September 2019 – Orientation Day
Time Event Presenter Room Number8.30 – 9.00 Check-in, collect course
documentation (complete outstanding documentation)
BB/002 (150)
9.00 – 10.15 Welcome and Introduction to the Course
Paul Wakeling, HOD;Claire Smith, Director of ITT
BB/002 (150)
10.15 – 10.45 Break10.45 – 12.00 Curriculum Area Session 1 CA Leaders English – D/L/116 (30)
History – V/N/123 (30)Maths – AEW/106 (30)MFL – AEW/105 (30)Science – A/D/017 (Lab) (40)
12.00 – 13.00 Lunch13.00 – 15.00 Curriculum Area Session 2 CA Leaders English – D/L/116 (30)
History – V/N/123 (30)Maths – AEW/106 (30)MFL – AEW/105 (30)Science – A/D/017 (Lab) (40)
15.15 – 16.00 Welcome afternoon tea All staff & students B/T/005 (150)
Tuesday 17th September 2019 – Theme 1 – Understanding QTS Assessment
Time Event Presenter Room Number9.00 – 10.30 School Placements Claire Smith, DITT B/T/005 (150)10.30-11.00 Break11.00 – 12.00 Introduction to the Teacher
Standards/The Standards ProfileGp 1 - Catherine Shawyer, Deputy Director of ITTGp 2 - Simon Quinnell, Lead CA tutor, Science
Group 1Engl, Hist, Maths
C/B/101 (80)
Group 2MFL, Sci
C/B/102 (60)
12.00 – 13.00 Lunch – OPTIONAL PGCE Career Changers Meeting – TBC (20)Claire Smith, DITT
13.00 – 15.30 Curriculum Area Session 3 – A focus on how to keep organised(Assessment File, Teaching Files, Standards Profile work, folders)
CA Leaders English – D/L/116 (30)History – VX/230 (30)Maths – D/L/003 (30)MFL – AEW/105 (30)Science – A/D/017 (40)
15.30 - 16.00 Drop in session Claire Smith, DITT D/K/026a
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Wednesday 18th September 2019 – Theme 2 – PGCE Academic Expectations (YTSA trainees not on campus)
Time Event Presenter Room Number
9.00 - 10.30 Assessment Overview – writing at PG levelIntroduction to Assignment 1 – lesson observation briefing
Helen SnelsonLead CA tutor, HistHelen GrangerLead CA tutor, Maths
ATB/056 (150)
10.30 – 11.00 Break11.00 – 12:00 Managing workload in your
PGCE year, stress busting techniques, fostering good working habits
Leanne Mason,Lead CA tutor, Science
ATB/056 (150)
1200 – 13.00 Lunch – COMPULSORY PGCE Scholarship Trainee Meeting – TBC (20)Claire Smith, DITT
13.00 – 15.00 CA Session 4A focus on unpacking Assignment 1 from a subject perspective
CA Leaders English – D/L/116 (30)History – VX/230 (30)Maths – D/L/003 (30)MFL – AEW/105 (30)Science – A/D/017 (40)
15.00 – 15.30 OPTIONAL – Introduction to how the library can support your PGCE at Masters level
Tony Wilson,Library Services
ATB/056 (150)
Thursday 19th September 2019 – Theme 3 – Reflective practice (primary debrief) (PFTSA trainees not on campus; DOMTSA trainees not on campus (pm))
Time Event Presenter Room Number9.00– 10.45 The reflective practitioner -
debriefing using the case study of Primary School Placement
Groups and rooms to be allocated on the day in lecture.
Spring Lane Building – 10 groups of 12 maxLM: SLB/201 CSh: SLB/202MBW: SLB/203 YB: SLB/211CC: SLB/ 205 HS: SLB/204SQ: SLB/207 HG: SLB/206JB: SLB/209 AS: SLB/208
10.45 – 11.15 Break11.15 – 13.00 Issues in Primary Education –
what our reflections are telling us about KS1 and KS2.
Luke McNamara, Vice Principal, Outwood PrimaryAcademy, Park Hill, Wakefield
SLB/118 (120)
13.00 – 14.00 Lunch14.00 – 15.30 Teacher Unions and Chartered
CollegeClaire Smith, DITT SLB/118 (120)
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Friday 20th September 2019 – Theme 5 – Being the Professional Teacher (PFTSA trainees not on campus)
Time Event Presenter Room Number9.00 – 10.30 Behaviour Management Mirjam Buelher
Lead CA tutor, MFLARC/014 (120)
10.30 - 11.00 Break11.00 – 12.00 Effective Teaching Caroline Capper,
Schools Partnership Facilitator
ARC/014 (120)
12.00 – 1.00 Lunch1.00 – 2.00 Induction on using Google
platform / Using VLE effectively for your PGCE
Documents Google Drive Google Forms Google sites VLE – where to find
what you need Uploading assignments
on VLE
Claire Smith, DITT VLE - Yorkshare
Catherine ShawyerDeputy DITT
Weekly documents to keep updated
Simon QuinnellLead CA tutor, Science
Google Drive Google Sites Twitter
PGCE Administrator Google Forms Uploading
assignments Google Drive for
appendices
ARC/014 (120)
2.00 – 3.00 OPTIONAL – how to avoid plagiarism
Stephen Gows, Academic Integrity Unit
ARC/014 (120)
2.00 onwards Catch up time: see induction presentation for links Accessing the PGCE VLE site – navigate to WSI and to your subject pages in first
instance Safeguarding training – North Yorkshire County Council link Prevent Training – gov.uk link Induction week paperwork – checklist Authorised Driver forms - if you intend to use your own car for placement travel during
the PGCE year, you are required to register with the university as an authorised driver. Setting up your Standards Profile for the year:
Google Sites (Engl, Maths, Hist) Pebblepad (Sci, MFL)
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First Week Check ListHave you completed the following?
By Monday 23rd September:
o Emailed/Uploaded a scanned in primary placement signed certificate
o Completed Trainee's Information Sheet (Form A) Google Form
o Completed and uploaded ICT audit (Form B) and uploaded onto Google Sites (Maths, English, History)/ into Pebblepad as an asset (Science, MFL)
o Set up and shared your PGCE Standards Profile with your CA tutors and the DITT
o Signed/uploaded the PGCE Code of Conduct to Google Form/Pebblepad
o Signed/uploaded the Photograph, DBS, and Contact Permissions Form to Google Form/Pebblepad
o Completed and submitted centrally to the university authorised driver paperwork if you intend to use your car during your PGCE year
Data Sharing
Please be aware that data relating to: your personal details (including sensitive personal information); information from your application; your course progressions, funding and completion of your studies
Will be shared throughout the PGCE year with: school partners; Department for Education (DFE); Higher Education Statistics Agency (HESA); Internal University committees and other organisations
on a need to know basis, and in accordance with statutory GDPR requirements.
DBS Certificates
The university will supply each of your placement schools and Professional Enrichment locations with your DBS (Disclosure and Barring Service) number only.
Your DBS certificate is your personal property, and should be treated as an essential document to be kept safe at all times.
Every year a few PGCE students lose their DBS certificate – keep it safe – we cannot help you with replacing this.
University TutorsYou will be allocated a University Tutor during Induction Week – this person will be your main support tutor during your PGCE year and will likely be within your subject area.
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Qualified Teacher Status (QTS)On successfully completing all elements of the PGCE, including meeting of all the Teachers’ Standards, (DfE, 2012), you will be:
awarded a PGCE with 60 Masters Level credits from the University of York recommended for QTS with the Department for Education. The DfE will then send
you your unique teacher reference number, which again you should keep safe. You will use this number for any job applications, your pension etc throughout your career.
After you have received your teacher reference number from the DfE, you are entitled to begin your Induction period as a newly qualified teacher in your first post.
Post-16 EnhancementThe PGCE at the University of York is an 11-16 qualification with post-16 enhancement.
As part of your Post-16 Enhancement, you can be involved in some of the following activities across the programme during either placement, during Professional Enrichment, or during the Summer Programme:
Planning, resourcing and teaching A level lessons in your subject Planning, resourcing and teaching linked subjects e.g. General Studies Pastoral experience with a sixth form tutor group Individual coaching and mentoring of Post 16 students Support for careers and Post 18 study Team planning and teaching Marking and ‘ghost’ marking of A-level/post-16 qualification work Involvement in Post 16 clubs and enrichment activities Post 16 Parents’ Evenings Revision sessions Reviewing exam specifications and mark schemes Planning schemes of work for Post 16 Observation and teaching of BTEC groups
If you are placed in an 11-18 setting, you should take advantage of any of the above opportunities. No trainee is guaranteed a post-16 placement setting, so some trainees choose to use their professional enrichment period specifically for this purpose
PGCE Key Trainee Dates 2019 – 2020Starting Date Event
w/c Mon 9 Sept CORE - Primary School ExperienceDOMTSA - Primary School ExperiencePFTSA – Pathfinder Induction WeekYTSA – YTSA Induction Days; YTSA Primary Placement; YTSA school placement visits
w/c Mon 16 Sept University Induction Week[PFTSA SD trainees at hub Thurs/Fri; YTSA SD trainees at hub Wed; All Saints SD trainees at hub Thurs (pm); Core trainees at UoY all week]
Tues 24th Sept
Friday 27th Sept
First Day of School Placement 1 – school-based serial visit days: Tues & Thurs weeks 3, 4, 5, 6, 7 up to half termSubject Rep meeting (D/L/105-1215-1300)
w/c Mon 28 Oct
Fri 1 Nov
HALF TERM week (York, Leeds, N. Yorks)Directed study time: work on writing up your Assignment 1Drop in surgeries will be scheduled during this weekAssignment 1 due
w/c Mon 4 Nov18 Nov – 6 Dec
School Placement 1 Block 1 Teaching Placement (6 weeks)University Tutor Monitoring visits (Nov/Dec)
Friday 6 Dec Deadline for completion of Placement 1 Review 1 by mentor and trainee (Form D)
w/c Mon 2 Dec Assignment 1 marks and feedback released
w/c 16 Dec
Friday 19 Dec
Final days of Placement 1 before Christmas (Tues 17th, Thurs 19th)Placement 1 Review 1 due if not submitted yet (Placement 1, Block 1)Subject Rep meeting (D/L/105 -12.15pm)End of Term
w/c 23 Dec, w/c 30 Dec CHRISTMAS BREAK (York, Leeds, N. Yorks)
w/c Mon 6 Jan
Mon 6 Jan, Wed 8 Jan, Thurs 9 Jan, Fri 10 JanTues 7 Jan
Fri 10 Jan
One week of University-based activitiesEvaluation of Autumn TermCA sessions
WSI sessionsUpload Placement 1 Block 2 timetable information (Form G), and email to University Tutor (to arrange Placement 1 formal university tutor visit)
w/c Mon 13 Jan
20 Jan – 7 FebFri 7 Feb
School Placement 1 Block 2 (4 weeks) - build up to consistent 50% TimetableUniversity tutor’s first formal visit to schoolsDeadline for completion of Placement 1 Review 2 by mentor and trainee (Form I)
Mon 10-14 Feb Placement transition week
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Starting Date Event
Tues 11 Feb, Thurs 13 FebMon 10 Feb, Fri 14 FebWed 12 FebFri 14 Feb
Induction Visits to Second Placement SchoolCA sessionsWSI sessionsAssignment 2 due / Trainees’ evaluation of Placement 1
17 Feb – 21 Feb HALF TERM BREAK (York, Leeds, N. Yorks)
Mon 24 Feb Placement 2 Block 1 Begins (6 weeks)
Monday 2 Mar Upload Placement 1 Block 2 timetable information (Form H), and email to University Tutor (to arrange Placement 2 formal university tutor visit)
w/c Mon Mar 16 Assignment 2 marks and feedback released
Friday 27 Mar University Day for all studentsDeadline for completion of Placement 2 Review 1 by mentor and trainee (Form J)Start Draft of CPD documentStart ethics application for Assignment 3Subject Rep meeting (D/L/105 -12.15pm)
w/c Mon 16 Mar – 27 Mar Follow up visits to schools by university tutors, as required
6 Apr - 17 Apr EASTER BREAK (York, Leeds, N. Yorks)
w/c Mon 20 Apr School Placement 2 Block 2 begins (5 weeks)
w/c Mon 20 or 27 Apr University tutor Standards visits
Fri 8 May MAY BANK HOLIDAYDirected study time: work on writing up your Assignment 3
w/c Mon 4 Mayw/c Mon 11 May
Subject External Examiner visits to schools including meeting cohortChief External Examiner visits to schools including meeting subject reps
w/c Mon 4 May Complete final draft of CPD document and upload, following final Standards visits
Fri 16 May Deadline for completion of Placement 2 Review 2 by mentor and trainee (Form K)
w/c Mon 18 May Final week of Placement 2
Mon 25 May Bank Holiday: Directed study time: work on writing up your Assignment 3
w/c Tues 26 MayAll weekTues 26, Fri 29 MayWed 27 MayFri 29 May
PGCE Core, PFTSA, YTSA, DOMTSA - University-based activitiesProfessional Enrichment preparationCA sessionsWSI sessionsTrainees’ evaluation of Placement 2Assignment 3 dueProfessional Enrichment Proposal Form due
Wed 27 May Board of Examiners meeting (1300-1500) – May (QTS)
w/c Mon 1 June University-based activities and directed time
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Starting Date Event
Mon 1, Tues 2, Wed 3 (pm), Thurs 4, Fri 5 JuneWed 3 June (am)Fri 5 June
CA sessions
WSI sessionsSubject Rep meeting (D/L/105 -12.15pm)
w/c Mon 8 Jun Professional Enrichment Week 1
w/c Mon 15 Jun Professional Enrichment Week 2
Fri 19 June Deadline for final version of CPD Document to tutorDeadline for Professional Enrichment Report upload
w/c Mon 22 Jun – 26 Jun PGCE Core trainees – Final week of university-based activities – to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE YTSA trainees at St Aidans - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE PFTSA trainees at Archbishop Holgates - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE DOMTSA trainees at All Saints - to include Trainees’ final Course Evaluation and Professional Enrichment presentations
w/c Mon 22 Jun Assignment 3 marks and feedback released
Mon 22 Jun PGCE Core trainees – Final WSI session(pm) Exam Board 2 preparation meeting – all CA lead tutors
Tues 23, Wed 24 (am), Thurs 25, Fri 26 Jun
PGCE Core trainees – CA sessions
Wed 25 Jun Subject and Chief External Examiners' University Visit0900-1100 - in subject areas – meeting CA tutors, assignment 3 sampling, scrutiny of teaching files and Standards Profiles1130-1230 – CEE and Subject External Examiners’ Meeting1230-1400 – CEE meetings with Schools Partnership Representatives1400-1600 - Board of Examiners Exam Board 2 – PGCE and QTS recommendations
Fri 26 Jun End of CourseAll trainees to collect and take away all PGCE CPD documentation, teaching files and assignments from tutors.
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PGCE Course StaffUniversity PGCE Lead Tutors
Name Role Extension Email Room #
Professor Paul Wakeling Head of Department 4329 [email protected] D/P/102a
Dr Claire Smith Director of Initial Teacher Training (DITT)
Whole School Issues
3441 [email protected] D/K/026a
Catherine Shawyer Deputy DITT, English Curriculum Area Leader, Partnership Support
3458 [email protected]
D/K/020
Helen Granger Mathematics Curriculum Area Leader, Access Manager
2482 [email protected] D/K/019
Dr Leanne Mason Science Curriculum Area Leader 2995 [email protected] D/K/116b
Simon Quinnell Science Curriculum Area Leader 6377 [email protected] D/K/116a
Mirjam Buehler-Wiley Modern Foreign Languages Curriculum Area Leader
3474 [email protected]
D/K/026B
Helen Snelson History Curriculum Area Leader 3432 [email protected] D/K/023b
University PGCE Tutors
Name Role Extension Email Room #
Dr Jeremy Airey Science Curriculum Area Tutor (Bio) 3475 [email protected] A/D/112
Lynda Mills* MFL Curriculum Area Tutor 3474 [email protected] D/K/026B
Jill Barnard Maths Curriculum Area Tutor 2482 [email protected] D/K/019b
Yvette Bent Schools Partnership Support 3443 [email protected] D/K/019a
Caroline Capper PGCE Schools Partnership Facilitator 3443 [email protected] D/K/019a
Professor Ian Davies WSI Tutor 3452 [email protected] D/L/122
Dr Lynda Dunlop Science Curriculum Area Tutor (Bio) 3442 [email protected] A/D/114
Dave Ellis* First Post Interview Support Tutor 3443 [email protected] D/K/019a
Ruth Lingard* History Curriculum Area Tutor 3432 [email protected] D/K/023b
Liz O’Neill* MFL Curriculum Area Tutor 3474 [email protected] D/K/026B
Moira Steven* Science Curriculum Area Tutor (Phys) 2595 [email protected] A/D/012
Nicola Towle* English Curriculum Area Tutor 3432 [email protected] D/K/023b
*= based off campus/in school for part of the week
Professional Services Staff
Role Extension Email Room #
PGCE Administrator 3454 [email protected] D/M/202
Finance & Resources Administrator 3446 [email protected] D/P/101a
Department Receptionist 3460 [email protected] Reception
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Permitted Absence, Self-Certification and Health & SafetyIf you become ill during term, you MUST register your illness through your e:Vision account every day that you are absent from either school or university. This can be found in the "Your Support" section on e:Vision. This is a requirement of the course.
You can self-certify your illness for a maximum of ten days in any given academic year with a maximum of seven days for any one period of illness. If you exceed either of these numbers you will need to obtain a medical certificate from your GP. See the link at:
https://www.york.ac.uk/students/support/health/selfcert/ You also need to notify your university tutor and the PGCE administrator on
[email protected] if you are absent due to illness. If your period of illness falls when you would normally be on a school placement then
you also need to notify the school (your mentor and the Professional Tutor). You should have cover work ready and available to email to school department colleagues for any classes that you will not teach.
PLEASE NOTE:
If you are absent from School or University Sessions for reasons other than illness, ensure you have requested and gained permission, beforehand, for the absence from the Programme Director, Dr Claire E Smith.
Absence is not usually permitted in the PGCE year unless it is for special circumstances(as would be the professional case in school as an employed teacher). Each case is looked at individually – do not assume you will be granted permission to miss either University or School Direct teaching sessions, OR placement days in school.
We cannot grant permission to attend:
weddings christenings family holidays holidays
outside your PGCE terms so please do not plan these to happen in term time (either school placement time OR when university or school direct sessions are happening).
We can grant permission for attending your own graduation ceremony.
For school employment interviews, absence permission is also needed and you will need to request permission from both the Programme Director AND your school staff.
For other employment interviews, absence permission is also needed and you will need to request permission from both the Programme Director AND your school staff. Any such days will be counted as a day of absence in the programme.
For the University policy on Health and safety see: http://www.york.ac.uk/admin/hsas/For your placement school policies on Health and Safety ask your Professional Tutor for a copy of the school’s Health and Safety Policy at the start of each placement.You will keep an attendance log all year for your Assessment File, but your schools will also report on your absence levels in each formal placement review, and your university staff will keep a register for all university sessions.
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Continued lateness or absence for either placement or university or school direct based activities is not tolerated for a professional course and will require you to meet with the Director of the course should school or university staff indicate that there is a professional problem with timekeeping or attendance. Persistent patterns of absence are always reported at the final exam boards, and is taken into consideration when making the recommendation for QTS.
Leave of AbsenceSometimes a trainee needs to take time away from their PGCE because of illness, personal circumstances or other reasons. The DITT and the lead CA tutor work with trainees in such circumstances to assess whether or not an LOA might benefit the trainee. In these cases, the University has a formal Leave of Absence procedure which all university students are required to follow.
LOA procedure
The leave of absence procedure (and form) can be found at: https://www.york.ac.uk/students/studying/manage/plan/taught/loa-taught/
The last day of engagement is always listed as the last full day a trainee was in attendance either in university or on school placement.
LOA application and evidence
In order to qualify for an LOA a trainee has to submit accompanying evidence - see: https://www.york.ac.uk/students/studying/manage/plan/taught/loa-taught/#tab-6
Applications for a leave of absence are not approved without supporting evidence.
Be aware that a Leave of Absence is not adjudged by the PGCE team, the Department’s Chair of Board of Studies will have to sign off your request and LOAs can go before the University’s Special Cases Committee also.
If an LOA is granted, the trainee’s return date would normally be at the start of whichever phase a trainee is currently in i.e.
Induction (Sept-Oct) – the following academic year Placement 1 (Nov-Feb) - the following academic year Placement 2 (Feb-May) – the following academic year Summer programme (May-June) – the following academic year
In such cases, the bursary from the DfE is frozen from the last day of engagement listed on the LOA form. Any return would require self-funding for any months in which a trainee’s DfE bursary has already been paid in their first PGCE attempt. For example, if a trainee takes a leave of absence in April, their bursary would not restart until May and June the following year.
Advantages of the LOA choice:
a trainee can create thinking time to see if teaching is indeed what s/he really wishes to do;
a trainee can use the time away from the PGCE to undertake voluntary or paid work in a school as a TA or a cover supervisor or similar to keep his/her hand in the education field, and to help make the decision easier as to whether to continue or not the following year.
a trainee can better prepare him/herself for the professional demands of the teaching role.
a trainee can undertake such work alongside paid part time employment.
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a trainee can try out other jobs possibilities to see if s/he feels that they are better suited in another career direction.
LOA returner trainees normally return to the course at the start of the relevant phase the following academic year, alongside some other returner peers from their original cohort. CA tutors and the DITT will normally stay in touch with LOA trainees throughout their period away from the course. The University of York PGCE course has a good success rate with those who choose to return and pursue their PGCE after a period of leave.
Trainee RepresentativesEach Curriculum Area cohort selects one Trainee Representative and one Deputy Trainee Representative.
Trainee reps represent trainee interests and issues via the Trainee Rep meetings (4 during the year), at Graduate Teaching Committee meetings, at Board of Studies meetings and by meeting with the Chief External Examiner (see Calendar). Details of the role of the Student Representatives can be found on the PGCE VLE site.
Each year, the Student Reps meet when needed with:
Any internal university review committees (e.g. periodic review, strategic review) External agencies e.g. Ofsted External Examiners – Student reps are expected to meet with the Chief External
Examiner in May.
Course AimsIt is a government requirement that teacher trainees should meet the Teachers’ Standards (DfE, 2012) laid down by the Secretary of State, in order to be recommended for the award of Qualified Teacher Status (QTS) with the Department for Education.
The aim of the University of York PGCE course is not only to help you reach the Teachers’ Standards, but also to encourage you to examine, in a critical but constructive way, current educational systems and practice. The intention is that you should become skilled members of the teaching profession, who are able to make a full contribution to educational debate and innovations of the future. The University of York PGCE qualification is assessed at Masters level.
During your PGCE year, you are required to track regularly the way in which you consider you are fulfilling the Standards. Your Standards Profile should be used for this tracking process. You should aim to put aside 30-60 minutes a week for this purpose throughout the PGCE course.
• Maths, English and History trainees: you will be asked to download a copy of the Standards profile on Google Sites, at the start of the course. You should keep your copy of the Standards Profile fully updated every half term during the PGCE year.
• MFL and Science trainees: as part of our 2019-20 Pebblepad pilot, you will be asked to keep a Standards profile on Pebblepad, at the start of the course. You should keep your Standards Profile fully updated every half term during the PGCE year.
University Tutors will give you more information about this at the start of the course. Your Standards Profile will be regularly monitored by your University Tutors. You may also wish to share it with your School Mentors and Professional Tutors in your two placements.
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Course StructureThe University of York PGCE course is provided through a partnership between the University and regional schools. This ensures that schools are fully involved in the planning, training and assessment of trainees in line with the DfE (2012) requirements.
You will spend two thirds of the course in schools and have the opportunity to gain experience of teaching in at least two schools.
The course pattern is shown overleaf for each PGCE route:
PGCE Core PGCE School Direct – Pathfinder PGCE School Direct – YTSA PGCE School Direct – All Saints
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PGCE Calendar 2019–2020: Core
Course Outline – CORE2019-2020 Monday Tuesday Wednesday Thursday FridaySept 09 Primary PlacementSept 16 University of York Induction week/School Direct Induction WeekSept 23 CA WSI CASept 30 CA WSI CAOct 7 CA WSI CAOct 14 CA WSI CAOct 21 CA
School Pl 1WSI & subject
mentoringSchool
WSI
School Pl 1WSI & subject
mentoringSchool
CAHT
All LAs28 Self Study Self-study Self Study Self-study Self Study
Ass 1 dueNov 4Nov 11Nov 18Nov 25Dec 2
9
School Placement 1 Block 1 – 6 weeksRev 1 due 06.12.19
16 CA School Placement 1 WSI School
Placement 1CA
Rev 1 2330
Christmas Holiday – 22.12.19 - 06.01.20 (all LAs)
Jan 6 CA WSI CA CA /Self Study CA132027
Feb 3
School Placement 1 Block 2: Consolidation and development – 4 weeksRev 2 due 07.02.20
School Placement 1 Block 2 – final week
10 CA Induction visit 1 to P2 school WSI Induction visit
1 to P2 schoolCA
Ass 2 dueHT
All LAs17 Half term holiday – North Yorkshire, York, Leeds placement schools
24 School Placement 2 Block 1 – 6 weeksMar 2 School Placement 2 Block 1
9 School Placement 2 Block 116 School Placement 2 Block 1
23 School Placement 2 Block 1 CA/WSIRev 3 due
30 School Placement 2 Block 1
Apr 6 School Placement 2 - North Yorkshire/York Schools (until 19.04)North Yorkshire, York, Leeds - Easter Holiday
Easter - all 13 School Placement 2 - North Yorkshire/York Schools (until 19.04)
North Yorkshire, York, Leeds - Easter Holiday 20 School Placement 2 Block 2 – 5 weeks27 School Placement 2 Block 2
May 4 School Placement Block 2 (External Examiner visits) BH11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due – 16.05.2018 School Placement 2 Block 2 – final week
HT - all 25 BH CA /Study
afternoonWSI
(Exam Board)Self-Study Day CA
Ass 3 dueJune 1 CA CA WSI/CA – Uni CA CA
815 Professional Enrichment
22WSI
session/CA sessions
CA sessionsCA sessions (Final Exam
Board/EE visit)CA sessions CA sessions
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PGCE Calendar 2019 – 2020 – Pathfinder School Direct
Course Outline – Pathfinder2019-2020 Monday Tuesday Wednesday Thursday Friday
Sept 09 Pathfinder Induction16 UOY Induction Primary Placement23 CA Pathfinder CA30 CA Pathfinder CA
Oct 7 CA Pathfinder CA14 CA Pathfinder CA21 CA
School Pl 1WSI & subject
mentoring SchoolPathfinder
School Pl 1WSI & subject
mentoring SchoolCA
HT All Las
28 Self Study Self Study Self Study Self Study Self StudyAss 1 due
Nov 4111825
Dec 29
School Placement 1 Block 1 – 6 weeksRev 1 due - 06.12.19
16 CA School Placement 1 Pathfinder Pathfinder CA
2330
Christmas Holiday – 22.12.19 - 06.01.20 (all LAs)
Jan 6 CA Pathfinder CA Pathfinder CA132027
Feb 3
School Placement 1 Block 2: Consolidation and development – 4 weeksRev 2 due 07.02.20
School Placement 1 Block 2 – final week
10 CA Induction visit 1 to P2 school Pathfinder Induction visit 1 to
P2 schoolWSI/CA
Ass 2 dueHTAll Las
17 Half term holiday – North Yorkshire, York, Leeds placement schools
24Mar 2
916
School Placement 2 Block 1 – 6 weeks
23 School Placement 2 Block 1 Rev 3 due 27.03.20 CA/WSI Rev 3 due30 School Placement 2 Block 1 Pathfinder School Placement 2 Block 1
Apr 6 School Placement 2 - North Yorkshire/York Schools (until 19.04) North Yorkshire, York, Leeds - Easter HolidayEaster - all
13 School Placement 2 - North Yorkshire/York Schools (until 19.04) North Yorkshire, York, Leeds - Easter Holiday
2027
School Placement 2 Block 2 – 5 weeks
May 4 School Placement Block 2 (External Examiner visits) BH11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due – 16.05.2018 School Placement 2 Block 2 – final week
HT - all 25 BH
CA (am)Self Study (pm)
WSI (Exam Board)Self Study Day CA
Ass 3 dueJun
e 1 CA CA Pathfinder CA CA
815 Professional Enrichment
22 Pathfinder Pathfinder CA sessions (Final Exam Board/EE visit) CA sessions Pathfinder
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PGCE Calendar 2019 – 2020 – YTSA School DirectCourse Outline – YTSA
2019-2020 Monday Tuesday Wednesday Thursday FridaySept 02 Wed 4th – YTSA Induction 1 – At St Aidan’s
09 Primary Placement
16Induction week
Monday, Tuesday, Thursday & Friday at UniversityWednesday YTSA Induction at St Aidan’s
23 CA WSI YTSA CA30 CA WSI YTSA CA
Oct 7 CA WSI YTSA CA14 CA WSI YTSA CA21 CA
School Pl 1WSI & subject
mentoringSchool
WSI YTSA
School Pl 1WSI & subject
mentoringSchool
CAHT All LAs
28 Self Study Self Study Self Study Self Study Self StudyAss 1 due
Nov 4111825
Dec 29
School Placement 1 Block 1 – 6 weeksRev 1 due - 06.12.19
ALL Wednesdays - YTSA Days St Aidan’s
16 CA School Placement 1 WSI YTSA School
Placement 1CA
2330 Christmas Holiday – 22.12.19 - 06.01.20 (all LAs)
Jan 6 CA WSI UNI CA CA /Self Study CA132027
School Placement 1 Block 2: Consolidation and development – 4 weeksRev 2 due 07.02.20
Wednesday 15th and 22nd Jan only - YTSA Days St Aidan’s
Feb 3 School Placement 1 Block 2 final week
10 CA Induction visit 1 to P2 school WSI YTSA Induction visit 1
to P2 schoolWSI/CA
Ass 2 dueHT
All LAs 17 Half term holiday – North Yorkshire, York, Leeds placement schools
24 School Placement 2 Block 1 – 6 weeksMar 2 School Placement 2 Block 1
9 School Placement 2 Block 1Wednesday 11 March - YTSA Day at St Aidan’s
16 School Placement 2 Block 1
23 School Placement 2 Block 1 CA/WSIRev 3 due
30 School Placement 2 Block 1
Apr 6School Placement 2 - North Yorkshire/York Schools (until 19.04)
North Yorkshire, York, Leeds - Easter HolidayEaster
- all 13 School Placement 2 - North Yorkshire/York Schools (until 19.04)North Yorkshire, York, Leeds - Easter Holiday
20 School Placement 2 Block 2 – 5 weeksWednesday 22nd May - YTSA Day at St Aidan’s
27 School Placement 2 Block 2May 4 School Placement Block 2 (External Examiner visits) BH
11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due – 16.05.2018 School Placement 2 Block 2 – final week
HT - all 25 BH CA/Self Study
afternoon
WSI(Exam Board) Self Study Day CA
Ass 3 due
June 1 CA CA WSI/CA – Uni CA CA
8
15
Professional EnrichmentWednesday 10th June - YTSA St Aidan’s
22
YTSA WSI (Prof
Enrichment Feedback) - St Aidan’s
CA Sessions - UoY
CA sessions – UoY (Final Exam Board/EE visit)
YTSA - Celebration at
St Aidan’s
CA – UoYFinal Day of
Course
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PGCE Calendar 2019 – 2020 – All Saints School DirectCourse Outline - All Saints (DOMTSA)
2019-2020 Monday Tuesday Wednesday Thursday FridaySept 09 Primary Placement
16 University of York Induction week/School Direct Induction WeekThursday 19th Sept (pm) - All Saints
23 CA WSI CA30 CA WSI CA
Oct 7 CA WSI CA14 CA WSI CA21 CA
School Pl 1WSI & subject
mentoringSchool
WSI
School Pl 1WSI & subject
mentoringSchool
CAHT All LAs
28 Self-study Self-study Self-study Self-study Self-studyAss 1 due
Nov 4111825
Dec 29
School Placement 1 Block 1 - 6 weeksRev 1 due
16 CA School Placement 1 WSI School
Placement 1CA
Rev 1 2330
Christmas Holiday: North Yorkshire, York, Leeds
Jan 6 CA WSI CA CA /Self Study CA132027
Feb 3
School Placement 1 Block 2: Consolidation and development - 4 weeksRev 2 due
School Placement 1 Block 2 - final week
10 CA Induction visit 1 to P2 school WSI Induction visit 1
to P2 schoolCA
Ass 2 dueHTAll
LAs17 Half term holiday: North Yorkshire, York, Leeds placement schools
24 School Placement 2 Block 1 - 6 weeksMar 2 School Placement 2 Block 1
9 School Placement 2 Block 116 School Placement 2 Block 1
23 School Placement 2 Block 1 Rev 3 due CA/WSIRev 3 due
30 School Placement 2 Block 1
Apr 6 School Placement 2 - North Yorkshire/York SchoolsEaster Holiday: North Yorkshire, York, Leeds
Easter - all 13 School Placement 2 - North Yorkshire/York Schools
Easter Holiday: North Yorkshire, York, Leeds20 School Placement 2 Block 2 - 5 weeks27 School Placement 2 Block 2
May 4 School Placement Block 2 (External Examiner visits) BH11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due18 School Placement 2 Block 2 - final week
HT - all 25 BH CA (am)/Self-
Study (pm) WSI
(Exam Board) Self-Study Day CAAss 3 due
June 1 CA CA WSI/CA – Uni CA CA8
15 Professional Enrichment
22All Saints - Prof
Enrichment Feedback
CA Sessions - UoY
CA sessions – UoY (Final
Exam Board/EE visit)
All Saints - Celebration
CA – UoYFinal Day of
Course
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Autumn Term: PGCE Induction Programme and Placement 1There are two major teaching modules in the course:
Whole School Issues
and
Curriculum Area instruction.
Attendance in school as a teacher is compulsory, so then, attendance is also compulsory in the course across both modules, both in university/school direct hub and in placement schools.
Whole School Issues
This course is followed by all trainees (whether at university or in the school direct hub) and attendance at every session is compulsory. A record of attendance is kept because this is a professional course.
The Whole School Issues course aims to help you understand and respond to key issues of teaching and learning common to all teachers in schools.
Activities normally take place on Wednesdays at the university (see CORE calendar) and on Wednesdays in School Direct courses (see relevant calendar). Activities also occur on the corresponding Tuesdays or Thursdays in school where applicable (see calendars). Further details about Whole School Issues sessions are in the Whole School Issues Handbook.
Curriculum Area Courses
A major part of the course is concerned with learning to teach subjects in one of the following curriculum areas:
English, History, Mathematics, Modern Foreign Languages, and Science
Activities normally take place on Mondays and Fridays at the university, and on the corresponding Tuesdays or Thursdays in school. Attendance at every session is also compulsory. A record of attendance is kept because this is a professional course. Further details about Curriculum Area courses are in your Curriculum Area Handbook.
The topics introduced and discussed at the university are generally followed up in school-based activities on Tuesdays/Thursdays. Topics covered are outlined in the Curriculum Area section of your Trainee handbook.
School placement
Your first day in school is Tuesday 24th September 2019. In the autumn term, you spend Tuesdays and Thursdays before the October half term, and then from October half term to December full time in school, as indicated in the course calendar for your route.
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In serial visits before Placement 1 Block 1 begins:
Trainees will: Professional tutors will: Subject mentors will:
Carry out lesson observations ( data for Assignment 1): subject-based and whole-school and across subject areas
Welcome trainees, and help them settle in
Manage and deliver the school-based curriculum area PGCE programme
Attend inputs by professional tutors and subject mentors
Oversee delivery of the school-based element of the PGCE programme
Provide subject-based information, resources and schemes of work for trainees
Take part in discussions with professional tutors and subject mentors
Co-ordinate the whole school issues programme in the school placement setting
Co-ordinate subject-based tutorial and discussion sessions (during five sessions in total)
Have opportunities to become familiar with departmental schemes of work and resources
Co-ordinate all members of staff involved in ITT provision within the school
Give support and advice in methodology – planning, teaching, classroom management and assessment
Take initial opportunities to work with teachers in planning, preparation and teaching
Ensure a programme of lesson observation: subject-based and whole-school
-
Placement 1 Block 1 – Autumn Term
You will spend six consecutive weeks in school after half term, and before Christmas. This will give you a fuller and more continuous experience of day-to-day teaching and school involvement, thus preparing you for School Placement 1 Block 2 in January.
During School Placement 1 Block 1:
Trainees will: Professional tutors will: Subject mentors will:
Continue with lesson observation, subject-based and whole-school
Ensure an appropriate programme for each trainee is developed, incorporating observation, subject teaching, pastoral experience and continuing the WSI programme
Continue to co-ordinate subject-based tutorial and discussion sessions
Focus on at least TWO classes with a total contact time of at least 8 hours per week, the aim being to teach these classes over a continuous period, in collaboration with the class teacher, and perhaps in tandem with another trainee, gradually increasing responsibility to teach at least 12 solo lessons during Placement 1 Block 1 (with a maximum of 15)
Ensure that the Autumn Placement 1 Review 1 (Form D) has been written by subject mentor and trainee by 6 December 2019.
Give further support and advice in subject methodology – planning, teaching, classroom management and assessment
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Trainees will: Professional tutors will: Subject mentors will:
Plan and prepare lessons for these classes, and be involved in day-to-day assessment of pupils, mark work, and provide pupils with feedback
Liaise with the visiting PGCE tutor on the informal monitoring visit (November)
Assign at least TWO classes, to be observed and taught over the four week period, with a minimum contact time of 8 hours per week including some team-teaching. Trainees should be expected to teach at least 8 solo lessons during Block 1 of the placement (with a maximum of 15)
Be observed and supported regularly by the usual class teachers, who will offer advice and feedback as appropriate
- Ensure trainee’s involvement with a pastoral tutor group
Be attached to a tutor group and take an increasingly active role pastorally
- In 11-18 schools, ensure trainee’s involvement with a Y12/Y13 group
In 11-18 schools, be involved additionally with a Y12/Y13 group
- Observe and support trainees regularly, offering advice and feedback as appropriate, perhaps using the Weekly Lesson Observation form
Complete the sheet entitled Weekly Record of Discussion with Subject Mentor (your Yellow form) once per week
- Meet weekly with the trainee to discuss progress and set targets; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor (Yellow)
Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards
- Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards
Complete self-evaluation section of Placement 1 Review 1 (submitted to University by 6 December 2019.
- Meet briefly with the visiting PGCE tutor on the informal monitoring visit (November)
- - Write Placement 1 Review 1(Form D); and sign the trainee self-evaluation section completed by the trainee.
Autumn Term Assessment
In addition to attendance requirements, there are two components of formal assessment during the Autumn term.
1) School Placement 1 Review 1:
This review (see Form D) is to be completed and signed by the subject mentor in school, and a section is completed and also signed by you as the trainee, at the end of your School Placement 1 Block 1. It should be uploaded by Friday 6 December 2019.
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The purpose of this review is to determine whether your progress in relation to the Teachers’ Standards is appropriate at this stage. If you receive a grading of “Below Standard” or “Satisfactory” you will be given additional guidance and support at the start of Placement 1 Block 2, and could be placed on a PGCE Support Plan.
2) Assignment 1 – Lesson Observation:
You will submit your first assignment electronically with a completed Form F at the front of the assignment via Turnitin by 1200 on Friday 1 November 2019.
This ensures that all assignments are checked for plagiarism.
In terms of informal assessment, you should also be keeping your Standards Profile up to date at the end of each placement block:
To help track and evaluate your own progress against the Teachers’ Standards for the award of QTS, you should regularly note down instances where you feel you have met one or more of the Standards.
You should use your Standards Profile for this and update this fully over Christmas ready for Block 2 of your placement.
Placement 1 – Block 2 - Spring Term (four weeks up to half-term):
The first week of the Spring Term (6-10 January, 2020) is spent at the university. This period forms a bridge between your teaching experiences in the first block placement and before beginning of the second block placement in your first school.
In the week commencing 13th January, 2019 you will start the second block placement in School 1. You will be expected to increase your teaching timetable, building up to 50% of a typical school timetable. Placement 1 Block 2 starts on Monday 13th January 2020 and ends on Friday 7 February, 2020.
It is essential that you complete the teaching and evaluation of your planned lessons/mini scheme of work for Assignment 2 during this second block placement of School 1.
During Placement 1 Block 2:
Trainees will: Professional tutors will: Subject mentors will:
Increase your teaching timetable, building up to 50% of a typical school timetable
Ensure the trainee’s increased timetable is built up appropriately
Increase the trainee’s timetable so that the trainee is teaching approximately 50% of a teacher’s timetable by the last few weeks of the placement period
Complete the Placement 1 Information Sheet and Block 2 Teaching Timetable form (Form G) and upload and email it to your tutor by 13 January 2020. You will be sent instructions via email to the Google area/Pebblepad area where you need to upload your TT.
Liaise with the visiting PGCE tutor on the formal monitoring visit
Jointly observe and liaise with the visiting PGCE tutor on the formal monitoring visit
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Trainees will: Professional tutors will: Subject mentors will:Prepare for your university tutor’s first visit, making available the following material:
a lesson plan and copies of resources for the lesson to be observed
lesson plans and materials prepared for all classes (your Teaching File)
a selection of pupils' work you have marked
copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor
evidence of regular discussions with departmental staff.
your Assessment File as it currently stands.
Ensure completion and return of Placement 1 Review 2(Form I) by Friday 7 February 2020.
Complete Placement 1 Review 2 (Form I) in time for Fri 7 February 2020 deadline
Complete self-evaluation section of School Placement 1 Review 2 (Form I) and upload by Friday 7 February, 2020
- -
Spring Term Assessment
In addition to attendance requirements, there are two components of formal assessment during the Spring term.
1) School Placement 1 Review 2:
This review (see Form I) is to be completed and signed by the subject mentor in school, and a section is completed and also signed by you as the trainee, at the end of your School Placement 1 Block 1. It should be handed in to your tutor on Friday 7 February 2020.
The purpose of this review is to determine whether your progress in relation to the Teachers’ Standards is appropriate at this stage. If you receive a grading of “Below Standard” or “Requires Improvement” you will be given additional guidance and support at the start of Placement 2 and could be placed on a PGCE Support Plan.
2) Assignment 2 – Evaluation of a teaching and learning sequence/Pupil Progression:
Details of this assignment are set out in your Assignment handbook.
You will submit your second assignment electronically with a completed Form L at the front of the assignment via Turnitin by 1200 on Friday 14 February 2020. This ensures that all assignments are checked for plagiarism.
In terms of informal assessment, you should also be keeping your Standards Profile up to date at the end of each placement block. To help track and evaluate your own progress against the Teachers’ Standards for the award of QTS, you should regularly note down instances where you feel you have met one or more of the Standards.
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You should use your Standards Profile for this and update this fully during February Half Term, ready for starting Placement 2.
In addition to attendance requirements, the compiling of your Standards Profile, and the completion of Reviews outlined above, there is one further component of formal assessment during Placement 2 Block 2:
Spring and Summer Terms – University and Placement 2Having gained experience of one school during the autumn/early spring terms you now move to a different school for your second teaching placement. You will be told the location of your second school placement late in Placement 1.
Transition Week – Placement 1 into Placement 2 (1 week before February half term)
End of Placement days at University
At the end of Placement 1, you will return to the University on Monday 10 February 2020. The programme that week includes opportunities for you to:
reflect on the progress you have made so far during the first teaching placement and, set targets for Placement 2.
discuss and review with university tutors your initial plans for Assignment 3 upload and hand in Assignment 2 (by 1200 Friday 14 February 2020) review your progress towards meeting the Teachers’ Standards for the award of QTS
Induction and transition days at Placement 2 school
You will visit your second placement school on Tuesday 11 February 2020 and Thursday 13th February 2020.
The purpose of these visits is to immerse yourself in your new school and your new department and to discuss with your new mentor your perceived strengths and weaknesses using your Placement 1 Review 2 form as a starting point. You will also want to discuss the likely timetable you will commence Placement 2 teaching so that you can prepare your Form H for uploading.
During the second placement school visit:
Trainees will: Professional tutors will: Subject mentors will:Meet the school professional tutor and subject mentor
Welcome trainees, and help them settle in
Introduce trainees to other members of departmental staff
Meet the school staff in the department in which they will be working
Introduce trainees to the subject department
Provide subject-based information, resources and schemes of work for trainees, if possible
See the resources available in the department and receive information about departmental procedures for using textbooks, videos etc.
Arrange for trainees to have access to all relevant school policies e.g. Behaviour Management Health and Safety Staff Conduct and Dress
Code
Provide – where possible at this stage - copies of resources, assessment systems, mark book, and procedures
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Trainees will: Professional tutors will: Subject mentors will:Be told of the procedures for getting resources reproduced, and any restrictions on photocopying, use of ICT resources etc.
Arrange for trainees to go into one or two lessons
Consider, for the development phase, a suitable balance of classes in KS3 and KS4, and involvement in Y12/Y13 (11-18 schools)
Be shown around the school Give advice on accommodation and/or travel, as appropriate
Provide a timetable – timetable should be about half the number of total periods in a school week
Go into one or two lessons Arrange tour around the school
-
Placement 2 (February to May)
Your second School Placement is divided into three phases:
Phase 1: Placement 2 Block 1 - The Induction Phase (February-March)
During this phase:
Trainees will: Professional tutors will: Subject mentors will:Observe the classes that you will be teaching; learn pupils’ names and discuss seating arrangements/plans with class teachers
Welcome trainees and help them settle in
Provide subject-based information, resources and schemes of work for trainees
Liaise with the class teachers about the work you will be covering during the placement
Ensure trainees have appropriate copies of school information (e.g. staff handbook, behaviour policy, policy on safeguarding)
Give advice in methodology – planning, teaching, classroom management and assessment
Find out about the school’s behaviour for learning system
Co-ordinate all members of staff involved in ITT provision within the school
Ensure sufficient observation of classes to be taught, with opportunities to learn about individual pupils
Familiarise yourself with the school’s safeguarding policy; find out who the designated member of staff is for child protection
Ensure each trainee has a programme and timetable for the development phase
Provide copies of resources, assessment systems, mark book, and procedures
Find out more about the individual pupils in each class - taking particular note of special educational needs etc.
Ensure each trainee is attached to a tutor group and has a PSHE programme
Meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor
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Trainees will: Professional tutors will: Subject mentors will:Become familiar with resources, assessment systems, and procedures within your subject areaBecome familiar with the school's pastoral system, becoming attached to a tutor group and observing PSHE work
- -
Complete the Weekly Record of Discussion with Subject Mentor
- -
Phase 2: Placement 2 Block 2 - The Development Phase (March into April, up to Easter)
During this phase:
Trainees will: Professional tutors will: Subject mentors will:
Take on a varied responsibility for a range of classes. This will include taking responsibility for teaching particular classes, working under the close supervision of the regular classroom teacher, and might also include team-teaching, with the class teacher or another trainee
Oversee that Lesson Observation Forms are completed weekly
Ensure that trainees are regularly observed teaching by the teacher of each class taken
Continue observing experienced teachers, both in your teaching subject and in other subjects
Monitor trainees’ progress Support trainees with lesson planning and preparation, teaching methodology and assessment, including ICT
Start assignment 3 work with one class/group of pupils.
Collect and return completed Placement 2 Review 1 (Form J) by Friday 27 March 2020
Ensure continuing opportunities for lesson observation by the trainee, and for team-teaching where appropriate
Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor
Observe, with written feedback, each trainee once, either in this phase or the extension phase, or more often where extra support is needed (e.g. where trainees are “Below Standard” or “Requires Improvement”)
Ensure regular informal feedback is given (this usually involves other departmental staff as well)
Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards.
Ensure provision of a WSI programme
Ensure formal feedback is given – using the Lesson Observation form - once per week
Complete the self-evaluation of Placement 2 Review 1 (Form J) in time for Friday 27 March 2020 deadline.
Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previous graded “Below Standard” or “Requires Improvement”).
Continue to meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor (Yellows)
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Trainees will: Professional tutors will: Subject mentors will:
- - Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards
- - Give opportunities for trainees to attend staff meetings
- - Complete Placement 2 Review 1 (Form J) in time for Fri 27 March, 2020 deadline
- - Discuss trainee’s programme for the Extension Phase
- - Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previously graded “Below Standard” or “Requires Improvement”).
During the Development Phase, University tutors will also:
Liaise with trainees, and with school staff, about trainees’ progress Visit trainees to observe lessons and discuss progress. Re-visit trainees graded “Below Standard” (and possibly “Requires Improvement”
depending on the Support Plan requirements for support as agreed with the school and trainee) in Placement 1 Review 2, to offer further support and guidance.
End of Placement 2 Block 1 - University Day
At the end of this phase, you will return to the University on Friday 27 March 2020. The programme includes opportunities for you to:
reflect on the progress you have made so far during the second teaching placement and, following discussion with your school, plan for the extension phase of the placement.
discuss and review with university tutors your plans for Assignment 3, including formal submission of ethical permission forms.
review your progress towards meeting the Teachers’ Standards for the award of QTS and begin to consider your Continuing Professional Development profile (CPD) for Induction NQT year.
begin to consider your plans for the summer term Professional Enrichment period.
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Phase 3: Placement 2 Block 2: the Extension Phase (April – May)
During this phase:
Trainees will: Professional tutors will: Subject mentors will:Widen experience of teaching pupils of different age and ability ranges
Liaise with the subject mentor to ensure some changes to the focus of the trainee timetable
Liaise with the professional tutor to ensure some changes to the focus of the trainee timetable
Assist with pupil assessment, including course work, public examination preparation, parents’ evenings, report writing
Monitor trainees’ progress Ensure that trainees are regularly observed teaching by the teacher of each class taken, particularly new classes
Gain a wider experience of school life - becoming involved in extra curricular activities and school outings etc.
Oversee that Lesson Observation Forms are completed weekly
Check trainees are meeting the Teachers’ Standards (lesson planning and preparation, teaching methodology and assessment etc)
Investigate and acquire data and material for Assignment 3, undertaking a small scale research project.
Continue to provide a WSI programme for all trainees, bespoke to their CPD needs and QTS development at this stage
Ensure continuing opportunities for lesson observation by the trainee, and for team-teaching where appropriate
Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor (Yellow).
Observe, with written feedback, each trainee once, if not done so in the development phase
Ensure regular informal feedback is given - using the Lesson Observation form - once per week
Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards.
Advise trainees how the school can help them with their university Assignment 3
Continue to meet weekly with the trainee; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor (Yellow)
Prepare for your university tutor’s formal “standards” visit, making available the following material: a lesson plan and copies of
resources for the lesson to be observed
lesson plans and materials prepared for all classes (teaching files)
a selection of pupils' work you have marked
copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor
evidence of regular discussions with departmental staff.
your Assessment File as it currently stands.
Monitor trainees’ plans for Professional Enrichment Weeks
Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards
Complete the self-evaluation section of your Placement 2 Review 2 (Final - Form K) by 15 May, 2020
Liaise with university tutor as appropriate, particularly over “standards” visits (of the tutor and/or external examiner) to the trainee in school
Give opportunities for trainees to attend parents’ evenings, write reports, get involved in wider school life, etc.
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Trainees will: Professional tutors will: Subject mentors will:Complete the final draft of your CPD Profile document and upload
Collect and return completed Placement 2 Review 2 (Final - Form K) by 15 May 2020
Advise trainees how the school can help them with their university Assignment 3
Complete your Professional Enrichment Proposal form and upload
- Complete Placement 2 Review 2 (Final - Form K) in time for 15 May 2020 deadline
- - Liaise with university tutor as appropriate, particularly over “standards” visits (of the tutor and/or external examiner) to the trainee in school; jointly observe lessons
During the Extension Phase, University tutors will also:
Liaise with trainees, and with school staff about trainees’ progress and any visits to school
Re-visit trainees graded “Below Standard” (and possibly “Requires Improvement”) in previous reviews to offer further support and guidance
Visit trainees towards the end of the placement to observe lessons, scrutinise the trainee’s teaching and assessment files, scrutinise a sample of the trainee’s marking and discuss “standards” progress with trainee and mentor
Support and Assessment during Placement 2
School-based staff and university tutors have two roles during your second teaching placement:
1) supporting your development2) assessing and reporting on your progress
During the second teaching placement you will continue to be observed teaching, receiving formal written feedback at least once a week by your school department. You will also be observed at least once by the school professional tutor and at least once by a university tutor, as outlined above.
Formal feedback is completed on the standard Weekly Lesson Observation Form (Form M). A copy of each completed observation form should be kept by you as part of your Assessment File.
An observer does not expect to see 'model' or perfect lessons, but will always be looking for evidence of progress in relation to the Teachers’ Standards and in relation to targets set previously.
After 3-4 weeks at your second placement school Placement 2 Review 1 (Form J) is completed. The purpose of this review is to determine whether you have made a successful transition to your new school and whether your progress in relation to the Teachers’ Standards is appropriate at this stage. If there is a concern that you might not reach an acceptable standard of performance (i.e. you receive a grading of “Below Standard”) by the end of the placement, you will be given additional help. If you are graded “Requires Improvement” at this review point, you will may also receive additional guidance and support with the aim of helping you to end your second placement as either “Good” or better. A Support Plan may be used in either a Below Standard or RI context at the discretion of the University Tutor and School Staff.
At the end of the second school placement, Placement 2 Review 2 (Final - Form K) is prepared by your school and yourself. The purpose of this review is to state whether or not you have successfully completed the second teaching placement and formally met the required teacher standards (DfE, 2012).
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You should continue to note, in your Standards Profile, instances where you feel you have met one or more of the Teachers’ Standards. Your progress in meeting the Standards will be discussed with your university tutor during the March 27 day in University, as well as during the University Tutor’s school visit.
You should use your sheets entitled Weekly Record of Discussion with your Subject Mentor (Yellow) to note your progress and achievements, as well as agreed targets.
Further information can be found in the assessment section of this handbook.
Additional Support for Trainees
Additional support for trainees is available throughout the programme and will vary according to individual needs.
Extra support mechanisms can be triggered by a variety of causes:
trainees communicate concerns about their developing practice with their tutor; mentors raise a concern with tutor and trainee; a grading of ‘Below Standard’ and/ or ‘Requires Improvement’ on any of the Review
forms; issues arising during University Tutor visits.
Each of these may trigger a personalised Support Plan for the trainee. This support would normally involve the trainee, university tutor, professional tutor and school mentor.
Trainees graded ‘Satisfactory’ or “Requires Improvement’ at any of the Review points will receive additional support from University Tutors and school mentors. This support will vary according to individual needs with the aim of moving a trainee to ‘Good’ by the end of Placement 2. It may involve the formulation of a Support Plan and would normally involve the trainee, university tutor, professional tutor and school mentor.
Summer Term Assessment – Placement 2
In addition to attendance requirements, the compiling of your Standards Profile, and the completion of Reviews outlined above, there are two further components of formal assessment during the Summer Term:
1) Assignment 3: (i) ethical permission form; (ii) final assignmenti. Ethical permission Form for Assignment 3 research
The first element of your Assignment 3 to submit is your ethical permission form – for further details see the Assignment Handbook.
This is due to be uploaded by Friday 3 April 2020 – the last school day before Easter.
Your University Tutor/the DITT will need to sign off your ethical permission form before you can commence any classroom-based research.
ii. Assignment 3 – small scale classroom based study
Details of the final assignment are set out in the Assignment Handbook.
You will submit your final assignment electronically with a completed Form O at the front of the assignment via Turnitin by 12:00 on Friday 29 May 2020. This ensures that all assignments are checked for plagiarism.
2) CPD Induction Document
You are required to devise a CPD Induction Plan for your first teaching post to give to your NQT Induction Tutor. This is signed off by your University Tutor and uploaded in its final form. Detailed instructions will be sent to you about how and where to do this.
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Friday 27 March, 2020 – begin drafting of CPD Induction Document Friday 19 June, 2020 – final deadline for draft of CPD document to be uploaded after
University Tutor sign off.
This is a compulsory assessed component of the course and should be completed in full by the deadline date listed. Failure to complete this component may result in QTS recommendation being delayed, or not awarded.
Summer Term - PGCE Summer ProgrammeThe extension phase of the second teaching placement will be completed during the first half of the summer term by Friday 22 May, 2020. The remainder of the Summer Term is the PGCE Summer Programme and is structured in the following way:
Week commencing 25 May 2020: HALF TERMo CORE - University-based activities and directed study timeo PFTSA – University-based activities and directed study timeo YTSA – University- based activities and directed study timeo DOMTSA (All Saints) – University-based activities and directed study time
Week commencing 01/06/20:o CORE - University and school-based activities directed study timeo PFTSA – University and school-based activities and directed study timeo YTSA – University and school-based activities and directed study timeo DOMTSA (All Saints) – University and school-based activities and directed
study time Week commencing 08/06/20:
o Professional Enrichment (Week A) (School-based) Week commencing 15/06/20:
o Professional Enrichment (Week B) (School-based) Week commencing 22/06/20:
o CORE - University-based activities and directed study time, including professional enrichment presentations
o PFTSA – school-based activities and directed study time, including professional enrichment presentations
o YTSA - school-based activities and directed study time, including professional enrichment presentations
o DOMTSA (All Saints) - school-based activities and directed study time, including professional enrichment presentations
Professional Enrichment (Monday 8 June – Friday 19 June 2020)
This part of the programme is designated for Professional Enrichment. Between Monday 25 May and Friday 29 May 2020 you have an opportunity to finalise your own Professional Enrichment programme based on your needs and interests, to enable you to develop further as a teacher. It will be planned in negotiation with your university tutor and school mentor(s). You may work independently or collaboratively with other trainees. You will NOT have a formal teaching commitment. You should indicate your Professional Enrichment plans on Form N and submit for approval before the final deadline of Friday May 29 2020.
Note that these 10 days form part of the total number of days which all PGCE trainees are required to spend in an educational setting. Your Professional Enrichment MUST be spent in an ‘educational setting’.
The professional enrichment period may involve one or more of the following:
a mini-research project development of teaching materials
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focused observation of experienced teachers improving aspects of your subject knowledge developing aspects of teaching your subject, e.g. further work with SEND pupils involvement in extra-curricular activities, trips, etc. work on addressing areas for further development in your draft CDP
The normal expectation is that you will carry out this work in your second teaching placement school, however, it might be possible for you, by negotiation with your school mentor and university tutor, to be partly based:
in your first placement school in your new (September) school in a post-16 establishment
At the end of Week A and Week B of Professional Enrichment, you should ensure that Form N: Part (ii) is signed appropriately by the members of school staff with whom you have worked most closely.
During the week commencing 22 June 2020, you will be expected to give a formal oral presentation to other trainees summarising the work done during the professional enrichment period (Core trainees will do this in subject areas; School Direct trainees will do this with their School Direct cohort). It is recommended that your presentation, which may have elements of a workshop format, should last approximately 10-15 minutes. You should upload the completed Form N alongside your presentation by the presentation date and at the latest by Friday 19 June 2020.
Your Professional Enrichment presentation should summarise:
the focus of your experience and brief reasons for choosing it what you did what you learned from the experience how the experience will help you as a beginning teacher
You might also consider how what you gained from the experience could help other trainees, e.g. by preparing a hand-out of key points from your presentation, or making available a PowerPoint summary, or including an interactive element such as a small task, or opportunities for questions.
Summer Term Assessment – Summer Programme
Professional Enrichment – Proposal, Report and presentation
i. Professional Enrichment Proposal
Before commencing your Professional Enrichment, you are required to submit a Professional Enrichment Proposal for your University Tutor to sign off. Professional Enrichment activity that has not been signed off by your University Tutor cannot take place.
Friday 27 March, 2020 – commence thinking and planning for Professional Enrichment weeks
Friday 29 May, 2020 – deadline for submitting Professional Enrichment Proposal
Instructions as to where and how to submit your proposal will be sent to you in March/April.
ii. Professional Enrichment Report
Once your Professional Enrichment experience has been undertaken you are required to complete and upload your reflection on your experience.
Friday 19 June 2019 – deadline for Professional Enrichment Report upload
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Instructions as to where and how to submit your report will be sent to you in May.
iii. Professional Enrichment Presentation
(Professional Enrichment Presentation
During your final week of the course, you are required to present to peers a presentation summarising your learning from your professional enrichment weeks. For Core trainees this will occur at the University, for School Direct trainees this will occur at your School Direct hub.
Instructions as to where, when and how to present your Professional Enrichment presentation will be sent to you in June.
Monday 22 - Friday 26 June 2020 – week for Professional Enrichment presentation (see individual programme for exact date).
Summer Programme - Whole School Issues
As in the autumn and spring terms, whole school issues activities will take place as indicated in the Whole School Issues handbook.
Week commencing 25/05/20:
Wednesday 7/05/20, 09:00-12:00 - CORE - University-based activitiesWednesday 27/05/20, 0900-1200 - PFTSA – University-based activitiesWednesday 27/05/20 0900-1200 - YTSA – University-based activitiesWednesday 27/05/20 0900-1200 – DOMTSA (All Saints) - University-based activities
Week commencing 01/06/20:
Wednesday 03/06/20, 0900-1200 - CORE - University-based activitiesWednesday 03/06/20, 0900-1200 - PFTSA – School-based activitiesWednesday 03/06/20 0900-1200 - YTSA – University-based activitiesWednesday 03/06/20 0900-1200 – DOMTSA (All Saints) - University-based activities
Week commencing 17/06/19:
Monday 22/06/20, 0900-1200 - CORE - University-based activitiesMonday 22/06/20 - all day - PFTSA – School-based activitiesMonday 22/06/20 – all day - YTSA – School based activitiesMonday 22/06/20 – all day - DOMTSA (All Saints) - School-based activities
This course is followed by all trainees and attendance at every session is compulsory (Core WSI provision will be at the university; School Direct Provision will be at schools except where indicated in your School Direct calendar). A record of attendance is kept and attendance is mandatory.
Summer programme - Curriculum Area Sessions
As in the autumn term and spring terms, activities take place as follows:
Week commencing 25/05/20:
CORE, PFTSA, YTSA, DOMTSA - University-based activities: Tues 26 May (am), Friday 29 May; Directed study time: Wed 27 May (pm only), Thurs 28 May
Week commencing 01/06/20:
CORE, DOMTSA, YTSA - University-based activities: Mon 1 June, Tues 2 June, Wed 3 June (pm only), Thurs 4 June, Fri 5 June
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PFTSA - University based activities: 1 June, 2 June, 4 June, 5 June; School based activities: 3 June
Week commencing 22/06/20:
CORE - University-based activities: 22-26 JunePFTSA - University based activities: 22 June, 23 June, 26 June; School based activities: 24 June, 25 JuneYTSA – University based activities: 23 June, 24 June, 26 June; School based activities: 22 June, 25 JuneDOMTSA - University based activities: 23 June, 24 June, 26 June; School based activities: 22 June, 25 June
Topics covered are outlined in your curriculum area handbook. Attendance at all these sessions is compulsory. Times when there are no formally timetabled activities are directed study periods as indicated by your Curriculum Area Lead Tutor.
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Overall Assessment for your PGCEThere are four key strands of formal assessment in the University of York PGCE course. All of these are designed to ensure that you fulfil the Teachers’ Standards for Qualified Teacher Status, and must be completed successfully. They are:
1) Attendance2) Classroom teaching and involvement in school life3) Assignments4) Self-evaluation including Assessment File, Teaching Files and Standards Profile
Attendance
As this is a professional course, attendance is mandatory at all times, and not optional. You are expected to attend all classes, tutorials and events related to the school and university elements of the course. Records of attendance are kept throughout the year.
It is therefore very important that reasons are given, where possible in advance, for absence from any school or university sessions.
You will retain your own records of attendance in your Assessment File (you will be complete an Attendance Log to keep all year) and school/university staff will also record and report on your attendance throughout the year in reviews and in taught sessions.
You must complete the University self-assessment certificate if you are absent for up to seven consecutive days (see section on self-certification in Trainee Handbook).
Classroom teaching and involvement in school life
You will spend a significant proportion of your time in schools working with teachers and tutors to develop your practical teaching skills. Progress in this is monitored regularly via teacher and tutor feedback, e.g. using the standard Weekly Lesson Observation Form (Form M). You will also be given the opportunity to make a wider contribution to school life.
The majority of trainees normally make good progress and successfully complete the school teaching placements. This progress is tracked and recorded by schools, using the regular School Placement Reviews (Forms D, I, J, K). Copies of these are kept by the university.
Trainees in Placement 1 Review 1 will be graded as either 1 (Very Good), 2 (Good), 3 (Satisfactory) or 4 (Below Standard).
Trainees in Placement 1 Review 2 and throughout Placement 2 Reviews 3 and 4 will be graded as either 1 (Very Good), 2 (Good), 3 (Requires Improvement) or 4 (Below Standard).
Progress is signalled by feedback and weekly discussions with mentors and the four reviews completed across the two placements. During May, all School Placement Reviews are considered by the Board of Examiners. If the Board considers trainees have met the Teachers’ Standards with regard to their school-based work, it will recommend a graded 'pass' on the school placement (QTS) elements of the course.
For a minority of trainees whose early progress is not satisfactory during the Teaching Placements, additional support and guidance is offered, to help them achieve the Standards. The need for this extra support is signalled by a grade (4) on the Review forms (and such trainees may be visited by an external examiner in the summer term). If they are able to address the areas which need more progress, their success is signalled by a Requires Improvement grade (3) or better on the Placement 2 Final Review (Form K). If the Board of Examiners agrees they have made the necessary progress, it will recommend a graded 'pass' on the school placement elements of the course.
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Even though often highly motivated, a very small number of trainees are unable to demonstrate sufficient early progress in some crucial aspects of their training: this is signalled by a grade 4 (Unsatisfactory) on Review I or J. This triggers additional support and guidance, and a PGCE Support Plan, and it is probable that such trainees will be visited by an External Examiner in the summer term.
If, despite this extra support, there is still doubt that the Teachers’ Standards will be met by the end of the second teaching placement, trainees may decide to leave the course. The progress of those who complete the second teaching placement but are graded 4 on the Second Placement Final Review is always discussed by the Board of Examiners, who may recommend that the trainee fail the teaching placement (QTS) element of the course. Such trainees may be required to leave the course, but in some circumstances may be offered the opportunity to carry out a further teaching placement, usually during the next academic year.
Fitness to Practice
In rare circumstances, a trainee may be requested to leave a school because of unsatisfactory progress or unprofessional conduct. Any such case will automatically be subject to the PGCE Fitness to Teach Procedure, a full copy of which is available on the VLE. If a trainee is called before a Fitness to Teach Panel, school partnership representatives form part of the Panel membership as well as University staff. Evidence will be collected from:
The school placement staff most closely involved in working with the trainee in both placements
The university staff most closely involved in working with the trainee The trainee
The Fitness to Teach Panel can make one of four recommendations depending on the evidence provided before the Panel is held. If there is a case to answer of unfitness to practice, the Panel can recommend:
That the trainee should not be permitted to continue on the course and should be withdrawn immediately.
That the trainee can return to the course but after a leave of absence (the length of which will be decided by the Panel) and with conditions in place for the return.
That the trainee can return to the course immediately but with conditions in place for the return.
If the Panel decide there is no case to answer, they can recommend that the trainee returns immediately to the course with no conditions attached. The recommendation of the Fitness to Teach Panel is approved by the Department Chair of Board of Studies, and the outcome presented at the Board of Studies.
In such cases where unfitness to practice is found to be the case by a Fitness to Practice Panel, the Board of Examiners will not recommend a pass. Similarly, if a trainee has not demonstrated an ability to cope with the required teaching load (consistently half a normal timetable), then the Board of Examiners will not recommend a pass.
Trainees have the right of appeal against decision of the Board of Examiners through the University Special Cases Committee.
Assignments
There are three postgraduate assignments which PGCE students have to pass to gain their PGCE. These are scheduled to happen once per school term during the PGCE year, and deadlines are timed for half terms of end of placements to ease pressure on trainees, following student feedback. Full details of each assignment can be found in the Assignment Handbook.
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It should be noted that:
trainees can condone one narrow fail (40-49%) if, and only if, the average score across their three PGCE assignments is above 50%.
If a trainee fails one PGCE assignment below 40%, they can resubmit this assignment after the final exam board in the summer in order to pass their PGCE.
If a trainee fails two assignments (i.e. two assignments that score below 50%) then the PGCE regulations dictate that they will fail their PGCE course. In this situation, a trainee will be withdrawn from the course following a special exam board.
Details on applying for extenuating circumstances before an assignment deadline can be found in the Assignment Handbook, but trainees should be aware that any such application must be submitted before the deadline date and NOT retrospectively.
Self-evaluation
The fourth strand of assessment in the PGCE is a self-assessment strand, which includes the process of:
fully completing the Standards Profile self-assessing your progress against the Assessment Grid (green booklet) prior to
each school placement Review completion of the Weekly Record of Discussion with Subject Mentor during
teaching placements lesson evaluations during the final part of the course, completing your Continuing Professional
Development (CPD) profile.
Support in completing these documents is provided by university tutors and school mentors.
Self-assessment and the Standards Profile
In addition to the above formal assessment, you are encouraged to track and evaluate your own progress and to reflect in a positive and structured way on the development of your knowledge and skills as a teacher. This process of self-assessment recognises the worth of self-evaluation and critical reflection alongside feedback given by tutors and teachers in schools.
You are required to complete the Standards Profile throughout the course. This Profile summarises the Teachers’ Standards which have to be met for you to be awarded QTS, and requires you to note down instances of when and how you consider the Teachers’ Standards to have been met. To help you to recognise and track your progress towards meeting the standards, you should complete this Standards Profile regularly throughout the year (after every review point), cross-referencing any statements you make to indicate where evidence of meeting the Teachers’ Standards can be found. One piece of evidence may relate to more than one of the Teachers’ Standards.
All aspects of the course can contribute to the completion of this Profile. These could include:
formal university-based provision in Whole School Issues and Curriculum Area sessions
school-based provision, including observation, teaching, and discussion pre-course experience primary placement written assignments and extra reading Professional Enrichment work
However, most of the standards relating to Professional Skills will be met solely during your school-based work.
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The profile enables you to identify instances of when, where and how you consider you have addressed each standard. You should aim to note ‘quality’ examples, rather than token instances, and by completing the profile electronically, you can replace examples as you go along. Guidance to help you identify how aspects of the course might contribute to this process will be available on the VLE.
You are responsible for keeping this record, but your university tutor and school mentors will also be able to give you guidance and support. Your university tutor will also monitor your progress in completing the Standards Profile during the year.
The Standards profile is available on Google sites for English, History and Maths; and via Pebblepad for Science and MFL (in 2019-20) – further information will be shared at the start of the year in Induction Week.
Assessment Grid
In Induction Week you will be issued with a green booklet. This is an assessment grid against the standards to enable you to regularly self-assess against the teacher standards and evaluate where you think you are performing. The descriptors also enable you to assess what you need to do to improve in your performance against each Teacher Standard. Some trainees use different colour highlighter pens to indicate their dated improvement over the course of a placement. All trainees should be using the green booklet weekly alongside their mentor in weekly mentor meetings to demonstrate progress and to set progressive targets in relation to their QTS development. Just before each review, it is useful to self-assess using the green booklet more fully, to enable you to discuss with your mentor the progress you have made in each phase. It also enables you to tailor your Standards Profile more specifically in areas of relative weakness and strength.
Weekly Record of Discussion with Subject Mentor during School Placements
This is commonly referred to as the ‘weekly yellow’ document. All trainees should: complete and update this form each week take responsibility to complete the form weekly make sure your mentor signs the form weekly summarise your discussions in your weekly meeting alongside your mentor, set targets to help you to develop and meet the Teachers’
Standards review your progress against the targets set on a weekly basis
Lesson Evaluations
After every lesson taught, trainees must evaluate their lessons. This does not need to be a lengthy task but involves bullet pointed commentary on the following:
What do I know the pupils learnt in this lesson? How do I know they learnt this? What was the gap between what I planned for them to learn and what they actually
demonstrated they had learnt? How will I address this gap next lesson? What have I learn myself about the lesson objectives, content, tasks, resources I
designed? (what went well, what would be even better if I….?)
The Continuing Professional Development (CPD) Profile
The process of self-assessment and formal assessment throughout the course combine to help you develop your CPD profile. This document is to be completed before the end of your training and taken with you into your initial teaching post.
Its purpose is to summarise your experience during your initial professional training, and to record priorities for future development, both short-term (in your induction year), and in the
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longer term (for your career and professional development). The timetable for developing your CPD profile is as follows:
March
Following the March day back at the university (Friday 27 March 2020), you draft provisional notes in answer to the questions and refine these over the remaining weeks of your second teaching placement.
May
During the final week of the second teaching placement (week beginning 18 May 2020), in discussion with your subject mentor and drawing on evidence from your Standards Profile, you complete your draft answers to the questions. You should print these for your school mentor to read and discuss with you in your final weekly tutorial of Placement 2.
May-June
During the professional enrichment weeks, and the remaining time at the university, you continue to refine your draft, consulting with your university tutor as you make changes or additions. The paper will then be signed by your University Tutor. The deadline for uploading your final signed and scanned draft of your CPD Profile is Friday 19 June 2020.
Final week of the course
You need to print out your final CPD profile for your Assessment File by Monday 22nd June 2020. You will take this document with you when you leave the course, for use during your first year of teaching, with your NQT Induction Tutor in your first school.
Assessment File
To monitor your progress throughout the year, you should compile an Assessment File of key documents either on paper (Maths, English, History) or on Pebblepad as assets (MFL and Science). Your Assessment File should contain the following labeled sections:
1. Subject knowledge audit and action plan - KS3, KS4 and post - 16 enhancement evidence
This section is where you will record your personal audit of the level of your knowledge in relation to your subject(s), covering Key Stages 3 and 4 of the National Curriculum and also post-16. Each audit will be followed by your own personal action plan detailing how you will develop your knowledge and address any weaknesses. Your audit and action plan will be monitored by subject tutors.
2. Record of ICT experience in your subject – online alongside Standards Profile
In this section you will record evidence of the work you have done in relation to the use of information techonology to enhance pupils’ learning in schools. This can be cross-referenced to your teaching files and to your initial audit of ICT competences, completed at the start of the course. It is important that trainee teachers develop their own information technology competence and their knowledge, skills and understanding of the use of ICT in their subject teaching.
By the end of the Autumn Term, all trainees need to have:
identified their needs relating to their own competence by completing an audit; worked on their own needs following the completion of the audit; trainees who are
more ICT-literate are encouraged to act as support for others. been introduced to issues relating to ICT in teaching; been introduced to uses of ICT in their own teaching subject at the University; observed and perhaps used ICT in the classroom.
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During their teaching placements, PGCE trainees are expected to develop their use of ICT in the classroom. To help them in this, schools are asked to:
ensure that trainees have opportunities to experience ICT in use in the whole school, and within their subject areas
ensure that trainees assess the impact the use of ICT has on pupils’ learning and progress
encourage trainees to use ICT for preparing lessons (eg worksheets; PowerPoints, Prezi, Movie Maker, IWB)
encourage use of ICT with pupils of all abilities including SEND, when appropriate ensure that at least one lesson during the placement is ICT-oriented give trainees access to the school's hardware and software monitor the trainees' progress in ICT and include specific mention of it in oral and
written feedback, and on the progress review sheets Use University and School VLE, engage with Blogs, Wikis, Podcasting and Twitter
3. Record of school-based training /tutorials (Form P)
In this section, you should note briefly the areas covered in school-based discussions on Tuesdays and Thursdays as well as the four sessions during second teaching placement. Please download the P form from the PGCE webpage.
4. Copies of weekly lesson observation reports on your teaching
During your teaching placements in schools your teaching will be observed many times. The feedback that you receive from teachers, your subject mentor, the school’s professional tutor and your university tutor is crucial in helping you to develop your skills and knowledge as a teacher. Some of this feedback will be informal but in each week of your teaching placement you should receive a written report of your teaching – usually produced on the standard lesson observation sheet, (see sample copy in the PGCE Trainee Forms, Form M).
A copy of your weekly reports should be placed in chronological order in this section of your Assessment File. These reports must be kept up to date as the information will be required by the school’s professional tutor, your university tutor, and (in some cases) by the external examiner.
5. Weekly Record of discussion with Subject Mentor during school placements (yellow)
In each week of your teaching placements you will have a tutorial/discussion with the subject mentor in school. You should record principal points discussed on the sheets entitled Weekly Record of Discussion with Subject Mentor. One sheet should be completed for each teaching week during both school placements. In your Assessment File keep a chronological record of the principal points raised and discussed at these meetings and bullet point the action points and targets that arise from these discussions.
Please make sure that you keep this information up to date. It forms a vital record that will be needed to inform your own evaluations of your progress and professional development and will be seen by school and university staff, and in some cases, by external examiners.
6. Teaching placement reviews
Copies of each of your Placement Review forms (one for the autumn placement and three for the spring/summer placements) should be kept in this section.
7. Assignment feedback
Keep your assignment feedback in your assessment file as you access your results (screenshots are fine from Grade Centre). Remember that assignments will be retained by the University until the end of the course, but they will be available to you to print as soon as marks are released.
8. Attendance logs
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Please record your attendance on the attendance logs that can be downloaded from the PGCE website. Your attendance will also be recorded by your mentor and professional tutor on the front of each review form.
9. Professional Enrichment record – uploaded
Put your copy of Form N in your Assessment File, once your Professional Enrichment presentation is completed and the form is signed by your tutor. You can also place a copy of your Professional Enrichment presentation and resources in this section.
10. Standards Profile – online for all
To help you to recognise and track your progress towards meeting the standards, you should complete this Standards Profile regularly throughout the year, cross-referencing any statements you make to indicate where evidence of meeting the Teachers’ Standards can be found. One piece of evidence may relate to more than one of the Standards.
All aspects of the course can contribute to the completion of this Profile: these include formal university-based provision in Whole School Issues and Curriculum Area sessions; school-based provision, including observation, teaching, and discussion; and other aspects which can include pre-course experience, primary placement, written assignments and extra reading, Professional Enrichment work.
See previous section on Standards Profile.
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EvaluationsTrainees are invited to evaluate the course and school placements four during the year:
After Induction Week - PGCE level January (after Autumn Term) – PGCE Level May – Postgraduate Survey - University level June (after the Summer Term and both Placements) – PGCE Level
The University of York’s ITT course aims to provide the highest quality of professional learning, but this cannot be achieved without ongoing feedback from trainees.
Trainees are kindly requested to complete programme evaluation forms in a professional manner.
PGCE Evaluation forms are distributed three times during the year, once after Induction at the end of October, once in January, and once at the end of the course. These are not anonymous, reflecting the need to remain professional at all times in conduct.
It is important that trainees do not provide feedback anonymously as it is used in a number of different ways. For example, when trainees are asked about specific strengths and concerns about placement school(s), university tutors need to raise issues professionally with colleagues at those particular schools. Curriculum Area leaders also use trainee feedback to review and write a report on the year’s training course and devise an action plan of improvements to the following year’s provision.
Trainee feedback is seen by a number of different audiences including the Director of ITT, Curriculum Area Leaders and University Tutors, School Colleagues, External Examiners and Ofsted Inspectors. Because the PGCE Team takes trainee feedback seriously, it may well be that additional clarification/further detail (usually via email) is requested from individual trainees regarding any concerns raised so that appropriate action can be taken.
Summaries of responses to trainee feedback and an outline of improvement actions being taken as a result of feedback will be communicated to curriculum area trainee representatives at trainee rep meetings. This information will also be posted on the VLE and updated regularly. If a trainee is dissatisfied with, or concerned about, staff response(s) to feedback, trainees are requested to inform a trainee representative, or raise the issue professionally in person or via an email with the Director of ITT.
External ExaminersAs part of our monitoring and quality assurance, there is an External Examiner for each subject area, and a Chief External Examiner. Their programme is scheduled during May (end of Placement 2 – school visits) and June (final exam board – university visits).
Each Subject External Examiner:
visits a small number of trainees towards the end of the second teaching placement, to monitor judgements being made by university and school
reviews a sample of marked written assignments (Assignments 1, 2 and 3) receives oral feedback, in discussion with trainees, on subject-specific aspects of the
course attends the final Board of Examiner meeting in June writes a subject report for the university, with recommendations for change if
appropriate.
The Chief External Examiner:
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
45
visits a small number of trainees towards the end of the second teaching placement, to monitor judgements being made by university and school
reviews a sample of marked written assignments across subject areas (Assignment 1, 2 or 3)
receives oral feedback, in discussion with subject representatives, on aspects of the whole course
attends and advises at both Board of Examiners meetings in May and June writes a programme report for the university, with recommendations for change if
appropriate.
PGCE Board of ExaminersThe PGCE Board of Examiners consists of PGCE University tutors, school teacher representatives, and the Subject and Chief External Examiners. The Board meets twice during the Summer Term. The purpose of the first meeting (Wednesday 27 May 2020) is to review your progress as a teacher and to determine whether or not you have completed your second teaching placement satisfactorily. The purpose of the second meeting (Wednesday 24 June 2020) reviews your overall progress. To pass the PGCE, and thus be recommended for QTS, you must have:
met the attendance requirements (the DfE requires you to have completed 120 days in school)
completed all the written assignments to a satisfactory level (with no more than 20 credits failed – see Assignment Handbook)
completed your second teaching placement satisfactorily met the Teachers’ Standards for the recommendation of the award of QTS completed your Primary School Placement satisfactorily (September) completed the Professional Enrichment process satisfactorily (June) submitted your Continuing Professional Development (CPD) Profile satisfactorily
(June)
Note: In exceptional cases the Board reserves the right to ask a trainee to satisfy any additional requirements which in its professional judgement it deems appropriate and reasonable.
Extension PlacementsA trainee may be offered the opportunity to complete an Extension Placement if the Board of Examiners decides that the trainee has not yet met all of the Teachers’ Standards but that progress made thus far would suggest that there is potential for a satisfactory outcome with limited additional work. This decision to offer an Extension Placement to a trainee can be made at either the meeting of the Board of Examiners in May or in June.
The Board of Examiners will decide upon the length of an Extension Placement. A trainee could be offered an Extension Placement of either 5 or 10 weeks. The offer of a placement is conditional upon securing an agreement with a school to ‘host’ the trainee.
Please note: if a host school cannot be reasonably be found then the extension placement cannot proceed. In this circumstance, the PGCE staff would normally always approach three partnership schools in the first instance. Should a host school not be available, the trainee would be required to withdraw from the programme.
The DITT will write to the trainee to inform them of the decision taken by the Board of Examiners. The DITT will outline the targets that are still a particular cause for concern and state that all standards must be satisfactorily demonstrated during the Extension Placement.
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
46
The DITT will indicate the associated costs for the trainee. The DITT will make clear that the offer is conditional both upon:
(i) being able to secure an agreement with a school to ‘host’ the trainee, and(ii) securing permission for a period of extended registration from the Board for
Graduate Schools.
If the trainee wishes to take advantage of this opportunity he or she is required to respond in writing to the DITT within 7 days of receipt of the letter.
If the trainee accepts the offer of an Extension Placement, the DITT will ensure that the form requesting an extension to university registration is completed by the trainee’s supervisor, and Chair of the Board of Studies prior to the submission of that document to the Board for Graduate Schools.
If a school agrees to ‘host’ the trainee during the Extension Placement, a visit schedule is developed. This will include information about visits to be made by a university tutor and, possibly, a visit by an External Examiner. The schedule will be clarified during the Placement as the progress being made by the trainee is reviewed.
During the Extension Placement, the following documentation will be completed and filed:
The University of York lesson observation proforma (to be completed by the school each week);
The Extension Placement Tutor Visit Proforma (to be completed by the university-based tutor during each visit)
The Extension Placement Progress Review be completed mid-way through by the school mentor and trainee
The Extension Placement Final Review be completed at the end of the Placement by the school mentor and trainee
The Extension Placement Checklist will be completed by the DITT.
Following the completion of the Extension Placement, a Board of Examiners will be convened to consider the evidence of achievement in relation to the Teachers’ Standards for QTS. The DITT will ensure that the decisions taken by the Board of Examiners are communicated to the relevant individuals and groups.
All relevant documentation including department handbook will be placed as appropriate and in line with current practice on the PGCE Website.
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Facilities and Resources for TraineesResources Areas
Each curriculum area has a "home base" providing access to teaching and learning resources and equipment. Some resources and apparatus are on open access while other materials may be obtained via tutors or technicians. Further information on the resources in each curriculum area base is documented in the curriculum area section of this handbook. During Induction your CA lead tutor and other tutors will show you what is available.
Website
Trainees’ key documentation is available on the PGCE website (Handbooks, and forms) http://www.york.ac.uk/education/pgce/trainees/
VLE - Yorkshare
The VLE gives electronic access to a range of resources at whole school level and subject level. More details will be provided in the early part of the course. The VLE has an announcements page which you are urged to check regularly, especially during school placements. http://vle.york.ac.uk
Provision in School
The Partnership Agreement between the University of York and its partnership schools makes the following provision for trainees:
regular observation of and feedback on their lessons, including their planning, their teaching and assessment methods; this could be oral or written feedback, from the subject mentor or other subject teachers, and (at least once during the second teaching placement) by the Professional Tutor
formal written feedback, during both teaching placements, in the form of the Weekly Lesson Observation Form, structured against the Teachers’ Standards and including targets for future progress.
a weekly formal tutorial during the autumn term (before Block 1 of Placement 1 begins) on an agreed subject-specific topic
a weekly session during the autumn term (before Block 1 of Placement 1 begins) and for an agreed number of weeks during the second teaching placement on WSI.
opportunities to observe lessons during both placements. a weekly meeting, during the first and second placements, with subject mentor to
review progress against the Teachers’ Standards (using the Standards Profile as the basis for the meeting’s agenda), and to discuss targets for the future. It is the responsibility of the trainee to keep a record of this meeting (on the pro-forma entitled Weekly Record of Discussion with Subject Mentor), with the mentor and trainee both signing the record.
The procedure which should be followed by trainees who feel they are not receiving the training outlined above is as follows:
the issue should be raised initially with either the subject mentor or the professional tutor, in a professional way;
if the issue cannot be resolved satisfactorily in school, the trainee should consult his/her university tutor.
In cases which remain unresolved at this point, the DITT will become involved if this is deemed appropriate.
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
49
The subject section of this handbook contains a list of expected learning opportunities in school.
Provision at University
The Partnership Agreement makes the following provision for trainees: courses in Subject Method (Curriculum Area) teaching and Whole School Issues in
the Autumn Term; further sessions during January, March and May/June (see course outline)
the provision of school placements which provide regular, structured teaching opportunities, assessment and support in order to develop the Teachers’ Standards, and preparation for these school placements via inputs referred to above
support during their school placements, including liaison with subject mentors and Professional Tutors, to meet the Teachers’ Standards
support with reviewing and reflecting on their first placement school experience on their return to the university in December and February; help with target-setting for teaching placement 2
at least two school visits, one in each teaching placement, where a subject tutor will undertake a formal observation followed by written and oral feedback on their lesson planning, teaching, assessment, and evaluations. Further visits will be made if school staff feel there are problems with a trainee making sufficient progress towards the Teachers’ Standards. If there is serious concern, trainees will be observed by an External Examiner who will provide independent written feedback and assessment
advice for planning written assignments and feedback on these advice on drafting the CPD document and on approaching suitable Professional
Enrichment placements; this will mainly take place during the return visit in March part-way through the second teaching placement. Tutors will agree and sign the final draft of the CPD at the end of the course.
advice and support on seeking and securing a teaching post pastoral support throughout the course
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
50
Trainees’ ResponsibilitiesTrainees are expected:
to attend, and be punctual for, all elements of the course, both University-based and school-based; and to inform university or school in good time of any absence;
to undertake all reasonable requests made of them by tutors, mentors or other colleagues in school;
to ensure they undertake: (i) regular monitoring of progress towards meeting the Teachers’ Standards for the Award of QTS by completing the Standards Profile; and (ii) weekly monitoring of progress in school by completing the Weekly Record of Discussion with Subject Mentor;
to meet all deadlines for submission of assignments, other course documents and administrative information;
to return materials and resources borrowed from school before the end of the school placements, and books etc borrowed from the university before the end of the course;
to conduct themselves in a professional manner at all times.
Some examples of professionalism:
Arriving early for university sessions and for each day in school; turning off your mobile; waiting until breaks to eat or drink other than water);
Being polite, honest, fair and patient in your interactions with everyone involved in the course;
Demonstrating appropriate conduct at all times (including dress codes and personal presentation);
Being involved with a tutor group, and in whole school and extra-curricular activities; Planning all lessons and getting plans checked; Ensuring pupils’ work is regularly assessed and recorded, and that all marking is up
to date by the end of each school placement; Using non-contact time in school profitably; Being prepared to stay behind after school to consult with school staff, attend
departmental meetings, parents’ evenings, etc; Evaluating your performance and striving for improvement; Understanding and abiding by issues of confidentiality in line with the school and
University’s policies on GDPR; Understanding – and being sensitive to the fact – that tutors, mentors and other
professionals in the course are busy people; Abiding by school and department policies, paying particular regard to issues of e-
safety and appropriate use of social media (e.g. setting privacy settings appropriately).
Where a trainee does not comply with these guidelines, or with any other reasonable expectations e.g. proper written lesson plans, failure to mark pupils’ work regularly, ignoring advice given etc., this should initially be dealt with between the subject mentor and the professional tutor. Where concerns persist, the professional tutor should contact the relevant university tutor.
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51
PGCE: Financial ArrangementsTravel expenses for school placements and visits
We recognise that as part of your PGCE you may be required to travel distances that, in some cases, are substantially further than the distance you travel to campus. We would like to support those travelling considerable distances with the financial burden this may cause. The arrangements below outline the process for refunds for travel expenses incurred in connection with your teaching placements and visits.
For Core, Pathfinder and DOMTSA (All Saints) trainees, generally speaking, any reasonable claim for a contribution towards travel expenses genuinely and necessarily incurred will be met. However, at a time of severe financial stringency for the University, we rely on your co-operation to ensure that travel costs incurred are at a minimum allowing those with the greatest need to be prioritised.
You are no doubt aware that the Government awards different levels of bursary to many trainees depending on such things as subject specialism and degree class. We have decided not to take this into account when we offer a contribution to your travel expenses as we are unlikely to know the complete financial situation of each individual trainee, however we ask that those of you particularly who are in receipt of more generous bursaries consider whether you need to claim even though you are entitled to do so. Additionally, we pride ourselves on our attitude towards wider environmental considerations and, as such, we ask that you always consider car-sharing to placements. Whilst this may be initially inconvenient, we offer enhanced travel payments to those willing to adopt a collegiate, sustainable and helpful approach towards transport.
We have constructed the following guidelines in order that those with the greatest need can be prioritised and that those adopting a collegiate attitude may be rewarded:
A contribution towards travel will be made to those students travelling to schools outside of York, where the distance travelled between the trainee’s place of residence and the school is the greater than the distance between the trainee’s place of residence and the University
For car travel, the contribution made will be 14p per mile. If you take passengers this amount will be enhanced as follows: 18p (1 passenger), 22p (2 passengers), 26p (3 passengers)
For public transport, the contribution made will be 50% of the cost of tickets. Please keep all tickets/proof of purchase for submission with a claim form.
If you travel by train, you will travel second class and use your young person’s rail card, where appropriate
In order for us to be able to monitor and prioritise travel contributions we ask that once you have decided how you are travelling to your placement school, you complete a Travel Bursary Application form (on the PGCE VLE and website).
PLEASE NOTE: If you are driving, you will also need to complete an Authorised Driver Registration form (link on the website). At the end of each block placement you will be invited to complete a Travel Claim form (on the website) detailing the expenses actually incurred.
In order to complete the Travel Bursary Application form as a driver, please use the Mileage Chart (link on the website), subtracting the mileage from your place of residence to the University to establish the number of additional miles this placement is for you.
YTSA trainees will need to direct any travel queries to their school direct provider.
Your point of contact regarding travel is Helen Granger: [email protected]
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52
Hardship Fund and Access Fund
Some trainees are able to receive financial assistance with travel/school placement costs because they meet the eligibility criteria for PGCE Access funding. More details are available on the VLE. Further information about Access funding will be shared with you at the start of the academic year.
If you are in need of extra financial assistance, and particularly if you find yourself in unexpected financial difficulties because of unforeseen, necessary expenditure, you may be able to receive additional support from either wider university funding or a ring-fenced PGCE Hardship fund.
Eligibility for Access funding or a Hardship Bursary is not affected by your route (Core, PF, YTSA or DOMTSA)
Your point of contact regarding the Hardship fund or Access fund is Helen Granger: [email protected]
Any trainee who experiences financial difficulties during their ITT year to such an extent that their likelihood of completing the course is jeopardised, should discuss issues as soon as possible with their university tutor and/or the DITT.
Payment of your teacher training bursary
When you register before or during Induction Week, arrangements are immediately made for payment of your training bursary. The University arranges for you to be paid once per month (1st of month) from the start of October for 10 months, through the University Payments Office.
Professional AssociationsListed below are the main Professional Associations to which many teachers belong. These provide membership packages for trainees. Representatives of the associations are invited to visit the Department and/or to provide publicity material.
The Association of Teachers and Lecturers (ATL) at www.atl.org.uk The National Association of Schoolmasters and Union of Women Teachers
(NAS/UWT) at www.nasuwt.org.uk The National Education Union (NEU) at https://neu.org.uk The Professional Association of Teachers (PAT) at http://www.voicetheunion.org.uk The Chartered College of Teaching at https://chartered.college
The NUT and NASUWT merged to form the National Education Union, but still have separate websites for information currently (www.teachers.org.uk and https://www.nasuwt.org.uk).
Details of associations which are concerned with particular curriculum areas or interests will be made available by CA Lead tutors.
During Induction week representatives from each union and the Chartered College are invited in for one session to give trainees the opportunity to ask questions and be given materials. However, there is no requirement for a trainee or teacher to be a member of any professional association.
Your First Teaching PostMost teaching posts are advertised in the TES (Times Educational Supplement) which is published every Friday and is available in the University Library. It can also be accessed on-
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
53
line and you are able to sign up for adverts from specific regions/subjects and types of schools to come to you via email.
The Guardian has an Education Supplement every Tuesday, and the Independent every Thursday. These carry a number of advertisements for posts in the Education Service. The Department also receives copies of Teachers' Weekly and TES First Appointments.
Some Local Authorities and head teachers send details of posts direct to the Department. These will be made available by curriculum area tutors, on the VLE, or emailed to you via the VLE or via the PGCE Administrator. The University Careers Service also receives details of teaching vacancies. Posts are also advertised on the web. The University Careers Service offers advice and appointments for those who decide not to enter teaching directly after their PGCE, or who wish to enter the education field not as a teacher.
Job applications are made either directly to schools or to a Local Authority. By far the majority of secondary school posts are filled by direct application to schools. Making an application usually involves completion of an application form and/or submission of a letter of application and CV.
Out of courtesy, you should always ask your University and your placement school tutors first before placing them as a possible referee on any form or letter. The turnaround time on reference requests can be as little as 24 hours, so the PGCE team have devised a reference form which provides a basic reference for any school for each trainee. If the school requires a fuller reference they can then request this.
General advice on applications and interviews will form part of your PGCE programme. We also make use of a recently retired Head Teacher to give bespoke advice and support to any trainee on the course at any point from January each year. This tutor will work with you on letters of application, interview practice, interview diagnosis and so on. Tutors and school mentors will provide additional and specific help. Please do ask for support as you consider and then make applications and prepare for interview.
Please refer to the first post section on our VLE.
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
54
PGCE GlossaryThe definitions given below are to be read in the context of the PGCE course.
AssignmentOne of the 3 pieces of formally assessed written postgraduate work written by trainees.
BMEBlack and Minority Ethnic (usually in relation to recruitment).
Board of ExaminersThe University body which meets at the end of the course to review trainees’ progress – it consists of both university and school representatives as well as the Chief and Subject External Examiners.
CPDThe CPD (Continuing Professional Development) Profile is a record of trainees’ achievements over the PGCE year and their areas for further development during their first years of teaching.
Chief External ExaminerThis person monitors the content and the quality of the course overall, across subject areas, as well as examining the practical teaching of borderline pass trainees.
Curriculum AreaOne of the subjects which York trainees are trained to teach. i.e. English, History, Mathematics, Modern Foreign Languages, Sciences (Biology, Chemistry or Physics).
Department for Education (DfE)This is the part of UK government with responsibility for education policy and practice.
Development phaseThe period of the second teaching placement when trainees take on responsibility for teaching several classes.
DITTDirector of Initial Teacher Training
ECFEarly Career Framework, which is to be statutory from September 2021 nationally, but operational from 2020 in pilot areas (Doncaster, Barnsley, NE in our region). This may affect you in your first post.
Extension phaseThe final period of the second teaching placement when trainees widen their experience of all aspects of teaching and school life.
External ExaminerThere is one for each curriculum area. External examiners moderate written assignments as well as the content and quality of the curriculum area courses.
Induction phaseThe first week of the second teaching placement when trainees become familiar with the school, observing classes they will later teach.
ITTInitial Teacher Training
PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints
55
MentorThe subject teacher in school who has responsibility for the training, support and assessment of trainees.
NCTLNational College for Teaching and Leadership, now merged into the DfE but often still referred to.
Partnership AgreementThe document (as required by the DFE/NCTL Criteria for ITT) which sets out the responsibilities of university and schools regarding initial teacher training.
Partnership schoolA school which works with the University of York to provide the PGCE course.
Professional EnrichmentThe period of two weeks after the second teaching placement designed to give trainees an opportunity to devise their own programme based on their needs and interests, to enable them to develop further as a teacher.
Professional TutorThe teacher in school with overall responsibility for all aspects of teacher training.
QTSQualified Teacher Status – trainees will be recommended for this when they pass the PGCE course.
School DirectThis is a form of ITT where trainees train partly in school and partly in university. York works with three partners: Pathfinder TSA, Yorkshire TSA, Diocese of Middlesborough TSA (All Saints). Certain trainees on the PGCE course will be registered as School Direct trainees. For most WSI sessions Pathfinder and YTSA School Direct trainees are at their school hub.
School Placement 1 Block 1The continuous period of time spent in school during the autumn term, during which trainees have a teaching commitment of at least 8 hours per week.
School Placement Review (1-4)Four reports written by the school on trainees’ progress during their teaching placements.
Standards ProfileThis is a record of evidence which trainees compile during their PGCE year showing how they are meeting the Standards for the award of QTS. It can be used as a basis for discussions between subject mentor or university tutor and trainee.
Teachers StandardsThe national standards all trainees, NQTs and established teachers must meet (DfE, 2012).
TutorThe member of the university staff who supervises all aspects of trainees’ progress over the year, including marking assignments, writing references, visits to school etc. Tutors contribute to curriculum area sessions.
Weekly Record of Discussion with Subject MentorThis is an ongoing record which trainees compile as a summary of the weekly discussion with their subject mentor during teaching placements. It is to be completed by the trainee and signed by both trainee and subject mentor. It is commonly referred to a the “yellow’ form.
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2019-20 Trainee Checklist for the Autumn TermSchool Placement 1
Serial Visits (Oct), Block 1 (Nov- Dec), Block 2 (Jan-Feb)
By the end of School Placement 1 Block 1, you MUST have planned, resourced, taught (including assessment of pupil work) and evaluated at least TWELVE lessons.
By the end of Placement 1, Block 2, you MUST also build up your professional skills and classroom expertise by taking part in as many of the following as you can:
Task CheckPlan ahead, develop and deliver a sequence of lessons and thinking through how pupils will progress for Assignment 2Look for opportunities to observe, discuss, and contribute to post-16 education in those lessons, with pupil evidence to demonstrate this.Pair teaching with other traineesTeam teaching with established teachersForm Tutor activitiesTalk to the Child Protection Officer in your schoolTalk to the SENCOLook for opportunities to observe or meet with the school nurse, police liaison officers to the school etcAssembliesWork with individual pupilsWork with groups of pupilsAttend any parents’ eveningsAttend any staff meetingsObserve and contribute to PSHE or CitizenshipTrack an individual pupil for the dayTrack a Teaching Assistant for the dayPlan, resource and teach the starter of a lessonPlan, resource and teach the plenary of a lessonPlan, resource and teach activities within lessonsMark classwork and homework in line with school policyEvaluate all of the above experiences and use them to develop your Standards ProfileKeep your weekly record of discussions document (yellows) updatedComplete your self-assessment on the assessment grid for discussion with your mentor prior to your first reviewComplete the Child Protection on-line workshop, submit your certificateBuild up to 50% teaching timetable by the end of School Placement 1 Block 2Organise your teaching and assessment files ready for the first visit from your Tutor
Task CheckIn serial visits in October, observe teachers in a range of subjects, across all age groups, and all abilities - this will help you to develop as a teacher BUT also gives you the data for your written work in Assignment One.
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57
School Placement 2
You should continue to do as many of the School Placement 1 activities as possible during the School Placement 2.
You will build up to a 50% timetable or more, across all age groups and abilities. You will take on the role of Form Tutor.
Task CheckOrganise your teaching and assessment files ready for the visit(s) from your TutorsRegularly update your Standards ProfileKeep your weekly record of discussions document (yellow) updatedPlan ahead for Assignment 3, small-scale research, interviews with staff and students, data collection, reading etc.Regularly mark and assess pupil workPlan your draft CPDRequest help with applications and interview preparationDuring extension phase search out other challenges to show initiative and creativityBegin to plan your Professional EnrichmentContinue to self-asses on the assessment grid for discussion with your mentor prior to each review
PGCE
Sci
ence
201
9-20
20
11-1
6 (W
ith P
ost 1
6 En
hanc
emen
t
PGC
E Sc
ienc
e H
andb
ook
2019
-202
0In
trod
uctio
n Th
e m
ain
aim
of t
he P
GC
E Sc
ienc
e co
urse
is to
pre
pare
trai
nees
to te
ach
to a
hig
h le
vel o
f exp
ertis
e. I
t is
impo
rtant
for t
rain
ees
to th
ink
and
act a
s fle
xibl
e, d
ynam
ic a
nd c
reat
ive
prof
essi
onal
s.
The
real
ity o
f sch
ool l
ife a
nd th
e ne
ed to
con
side
r the
bou
ndar
ies
of o
ne's
ow
n sp
ecia
list a
cade
mic
fiel
d su
gges
t tha
t it i
s al
so im
porta
nt fo
r tra
inee
s to
beg
in to
dev
elop
an
awar
enes
s of
the
teac
hing
of r
elat
ed a
reas
. The
se re
late
d ar
eas
may
incl
ude
the
need
for y
ou to
mak
e de
liber
ate
effo
rts to
lo
ok in
sch
ools
at a
lim
ited
amou
nt o
f oth
er m
ains
tream
rela
ted
subj
ect t
each
ing
(e.g
. Mat
hem
atic
s), a
nd to
look
gen
eral
ly a
t way
s in
whi
ch
cont
ribut
ions
can
be
mad
e to
are
as s
uch
as li
tera
cy a
nd n
umer
acy.
Focu
sing
idea
s fo
r the
yea
r's w
ork:
The
year
's g
roup
act
iviti
es, a
s w
ell a
s ea
ch tr
aine
e's
read
ing,
teac
hing
and
indi
vidu
ally
pro
gram
med
wor
k, a
re b
uilt
arou
nd th
e fo
llow
ing
idea
s:
An
enqu
iry a
ppro
ach.
A m
ajor
em
phas
is o
f the
cou
rse
is o
n th
e sy
stem
atic
and
thou
ghtfu
l obs
erva
tion
of te
achi
ng a
nd le
arni
ng, a
ctiv
e in
vest
igat
ion,
and
ski
lls o
f sel
f-ass
essm
ent.
Thi
s is
par
tly to
hel
p tra
inee
s m
ake
the
best
pos
sibl
e us
e of
the
lear
ning
opp
ortu
nitie
s of
fere
d du
ring
the
PGC
E ye
ar, b
ut a
lso
to b
uild
ski
lls w
hich
will
enab
le th
em to
go
on d
evel
opin
g as
refle
ctiv
e, c
ritic
al a
nd re
sear
ch m
inde
d pr
actit
ione
rs.
Cur
ricul
um. T
rain
ees
shou
ld b
ecom
e fa
milia
r with
key
issu
es in
Bio
logy
and
rela
ted
area
s: in
clud
ing
deve
lopi
ng p
edag
ogic
sub
ject
kno
wle
dge
rela
ting
to th
e ap
prop
riate
sci
entif
ic c
onte
nt.
Teac
hing
Met
hods
. Tra
inee
s sh
ould
kno
w a
bout
, exp
erie
nce,
pla
n an
d pr
actis
e a
rang
e of
met
hods
of t
each
ing,
so
that
they
can
sel
ect a
ppro
pria
te
met
hods
for a
ll pu
pils
and
car
ry th
em o
ut e
ffect
ivel
y. O
bser
vatio
n, p
repa
ratio
n of
teac
hing
mat
eria
ls a
nd s
uper
vise
d te
achi
ng c
ontri
bute
to th
is e
nd.
Und
erst
andi
ng o
f hea
lth a
nd s
afet
y in
pra
ctic
al w
ork.
Tr
aine
es a
re e
ncou
rage
d to
dev
elop
a w
ide
rang
e of
ICT
skills
and
com
pete
ncie
s th
roug
hout
th
e pr
ogra
mm
e. T
hese
incl
ude
deve
lopi
ng P
ower
Poin
t ski
lls, I
WB,
Tab
lets
, Int
erac
tive
votin
g sy
stem
s, M
ovie
Mak
er, V
LE, b
logg
ing,
Pod
cast
ing,
W
ikis
and
Tw
itter
.
Ass
essm
ent.
Tra
inee
s sh
ould
kno
w th
e ke
y is
sues
in d
ebat
es re
latin
g to
ass
essi
ng, r
ecor
ding
and
repo
rting
. It
is v
ital t
hat a
ppro
pria
te li
nks
are
mad
e be
twee
n te
achi
ng a
nd a
sses
sing
. It
will
be e
ssen
tial t
o ke
ep u
p-to
-dat
e w
ith c
hang
es in
the
curri
culu
m a
nd a
sses
smen
t at K
ey S
tage
s 3,
4 a
nd 5
.
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
60
Prof
essi
onal
ism
Hig
h st
anda
rds
are
esse
ntia
l. Th
is in
clud
es m
aint
aini
ng a
ppro
pria
te s
tand
ards
in re
latio
n to
bas
ic b
ut h
ighl
y si
gnifi
cant
mat
ters
suc
h as
atte
ndan
ce,
appr
opria
te p
rese
ntat
ion
and
team
wor
k. It
als
o m
eans
exp
lorin
g, c
eleb
ratin
g an
d pr
omot
ing
form
s of
div
ersi
ty th
at a
re a
ppro
pria
te fo
r a p
lura
listic
de
moc
racy
. Tra
inee
s w
ill re
flect
upo
n th
eir o
wn
expe
rienc
es a
nd s
trive
to a
chie
ve e
xcel
lenc
e in
rela
tion
to a
ll na
tiona
l sta
ndar
ds fo
r qua
lifyi
ng to
te
ach.
As tr
aine
es a
nd te
ache
rs, y
ou h
ave
a m
ost i
mpo
rtant
role
. Th
e w
ay in
whi
ch a
soc
iety
exp
lain
s its
elf r
evea
ls m
uch
abou
t tha
t soc
iety
. As
all
peop
le
are
mem
bers
of t
hat s
ocie
ty y
ou a
re in
a s
ensi
tive
and
vita
l pos
ition
. It
is n
o ex
agge
ratio
n to
say
that
you
may
be
perc
eive
d as
a p
oten
tial k
ey
influ
ence
in b
oth
youn
g pe
rson
s' li
ves
and
in th
e de
velo
pmen
t of s
ocie
ty.
Thro
ugho
ut th
e co
urse
the
emph
asis
will
be u
pon
you
to e
ngag
e ac
tivel
y in
the
deve
lopm
ent o
f you
r tea
chin
g sk
ills.
The
cour
se ta
kes
plac
e bo
th in
sch
ools
and
at t
he U
nive
rsity
. Se
ssio
ns a
t the
Uni
vers
ity h
ave
a ge
nera
l foc
us; w
ork
in s
choo
ls re
late
s to
spe
cific
cl
asse
s an
d in
divi
dual
s. T
heor
y an
d pr
actic
e ar
e ex
plor
ed a
t bot
h th
e U
nive
rsity
and
at s
choo
ls.
Abov
e al
l, tra
inee
s sh
ould
exp
lore
way
s in
whi
ch th
ey c
an b
est m
eet t
he n
atio
nal s
tand
ards
exp
ecte
d of
beg
inni
ng te
ache
rs. Y
ou w
ill re
ceiv
e a
copy
of
thes
e st
anda
rds.
If a
trai
nee
is to
pas
s th
e co
urse
s/h
e m
ust m
eet a
ll of
the
Teac
hers
’ Sta
ndar
ds.
You
will
be e
xpec
ted
to re
ad th
e Te
ache
rs’ S
tand
ards
doc
umen
t clo
sely
, bec
ome
fam
iliar w
ith it
s ch
alle
nges
, and
to a
sses
s yo
ur d
evel
opin
g pr
ofes
sion
al e
xper
tise
agai
nst t
he v
ario
us it
ems.
Gui
danc
e w
ill be
giv
en to
you
so
that
you
can
hav
e a
fair
oppo
rtuni
ty to
ach
ieve
an
appr
opria
te
leve
l. Te
ache
rs a
nd tu
tors
are
fully
com
mitt
ed to
the
achi
evem
ent o
f you
r ful
l pot
entia
l and
they
look
forw
ard
to w
orki
ng c
olla
bora
tivel
y an
d in
tens
ivel
y w
ith y
ou s
o th
at th
e hi
ghes
t pos
sibl
e st
anda
rds
are
reac
hed
by th
e pu
pils
that
you
will
teac
h th
is y
ear a
nd in
the
futu
re.
Plea
se re
fer t
o th
e fo
llow
ing
page
s fo
r an
over
view
and
mor
e de
taile
d in
form
atio
n re
latin
g to
you
r Sci
ence
ses
sion
s ov
er th
e ye
ar.
Plea
se n
ote
(for c
ore
stud
ents
onl
y) th
at W
edne
sday
afte
rnoo
ns d
urin
g th
e A
utum
n Te
rm w
ill b
e sp
ent i
n cu
rric
ulum
are
as w
here
you
be
part
icip
atin
g in
a ra
nge
of S
essi
ons
incl
udin
g ta
king
par
t in
addi
tiona
l PSK
/pra
ctic
al s
essi
ons
and
peer
teac
hing
. D
etai
ls w
ill b
e gi
ven
to y
ou a
t th
e st
art o
f ter
m.
Plea
se b
ook
thes
e W
edne
sday
afte
rnoo
ns d
urin
g th
e A
utum
n Te
rm in
to y
our d
iary
.
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
61
PGC
E Sc
ienc
e –
Tim
etab
leC
A S
essi
ons
Aut
umn
Term
Mon
day
AM
M
onda
y PM
Tues
day
PMW
edne
sday
PM
Indu
ctio
n W
eek
at
Uni
vers
ity16
/12/
19
Intro
duct
ion
– W
hat
mak
es a
goo
d te
ache
rTh
inki
ng in
sci
ence
Appl
ying
thin
king
in
scie
nce
Org
anis
atio
nSK
E
Met
acog
nitio
n
Dat
e (w
eek
begi
nnin
g)M
onda
ys 9
.00-
12-0
0M
onda
ys 1
3.00
-15.
00
Frid
ay 9
.00-
12.0
0Fr
iday
PM
13.
00-1
5.00
23/9
/19
PGC
E ov
ervi
ew,
assi
gnm
ent 1
and
w
orki
ng in
a s
choo
l
Activ
e ap
proa
ches
to
lear
ning
How
chi
ldre
n le
arn
The
natio
nal c
urric
ulum
13
.00-
16.0
0
30/1
2/19
Asse
ssm
ent f
or L
earn
ing
and
mea
surin
g pr
ogre
ss
BEST
Less
on p
lann
ing
Plan
ning
a s
eque
nce
of le
sson
s13
.00-
16.0
07/
10/1
9En
gagi
ng s
tude
nts
with
sc
ienc
eFe
edba
ck a
nd m
arki
ngSh
arin
g a
less
on p
lan
A Le
vel o
verv
iew
(sub
ject
sp
ecifi
c)IO
P 13
.00-
16.0
014
/10/
19W
orki
ng s
cien
tific
ally
Wor
king
Sci
entif
ical
ly
Get
ting
prac
tical
STEM
Lea
rnin
g Vi
sit
21/1
0/19
Plan
ning
for p
ract
ical
Plan
ning
for p
ract
ical
Incl
usio
n D
ayIn
clus
ion
Day
28
/10/
19C
oach
ing
thro
ugh
plac
emen
t 116
/12/
19Sh
ow a
nd te
ll KS
3 m
arke
tpla
ce
Mat
hs in
Sci
ence
Li
tera
cy a
nd n
umer
acy
Prac
tical
wor
ksho
p, re
sour
ces
Chr
istm
as d
emos
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
62
CA
Ses
sion
s Sp
ring
Term
Dat
e (w
eek
begi
nnin
g )
Mon
day
Wed
nesd
ayTh
ursd
ayFr
iday
6/1/
20PS
K Ph
ysic
s A
M 9
-12
Req
uire
d pr
actic
al P
hysi
cs
PM 1
3-16
PSK
Che
mis
try A
M 9
-12
Assi
gnm
ent 2
and
Fol
ders
PM
13-
15
PSK
Biol
ogy
AM
9-1
2R
equi
red
prac
tical
’s
Che
mis
try P
M 1
3-16
ASE
or S
elf-s
tudy
day
10/2
/20
Req
uire
d pr
actic
al’s
bi
olog
y A
M 9
-12
Diff
eren
tiatio
n PM
13-
15
SEN
D a
nd w
orki
ng w
ith
TAs
AM
9-1
2R
esea
rch
met
hods
/Eth
ics
Assi
gnm
ent 3
PM
13-
1623
/3/2
0Pr
epar
atio
n fo
r firs
t pos
tPM
13-
15
CA
ses
sion
s - s
umm
er te
rm
Dat
e (w
eek
begi
nnin
g)M
onda
yTu
esda
yW
edne
sday
Thur
sday
Frid
ay25
/5/2
0B
ank
Hol
iday
Assi
gnm
ent 3
and
fo
lder
che
ck A
M 9
-12
A-Le
vel P
ract
ical
s 9-
12TB
C A
M 9
-12
1/6/
20C
reat
ivity
day
9-1
5ST
EM C
lubs
and
ou
treac
h A
M 9
-12
Soci
o Ec
onom
ic id
eas
PM 1
3-15
Usi
ng T
echn
olog
y in
the
clas
sroo
m P
M 1
3-15
A-Le
vel P
ract
ical
s 13
-15
Mic
robi
olog
y A
M 9
-12
Dis
sect
ions
PM
13-
15
8/6/
20Pr
ofes
sion
al e
nric
hmen
t15
/6/2
0Pr
ofes
sion
al e
nric
hmen
t22
/6/2
0Pr
ofes
sion
al e
nric
hmen
t pr
esen
tatio
ns P
M 1
3-15
Man
agin
g di
scus
sion
s A
M 9
-12
Dea
ling
with
co
ntro
vers
ies
PM 1
3-15
Assi
gnm
ent 3
pr
esen
tatio
ns A
M 9
-12
Exam
Boa
rd a
ll da
y
Ecol
ogy
field
trip
9-1
6R
ailw
ay m
useu
m 9
-16
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
63
Scie
nce
PGC
E C
ours
e - P
repa
ring
for S
essi
ons
You
are
train
ing
to b
ecom
e a
teac
her a
t a v
itally
sig
nific
ant m
omen
t in
the
hist
ory
of e
duca
tion.
Bi
olog
y te
achi
ng is
a m
atte
r of s
trong
pub
lic in
tere
st.
Now
is th
e tim
e fo
r you
to in
volv
e yo
urse
lf fu
lly in
the
deba
tes
and
beco
me
a pr
ofes
sion
al w
ho c
an te
ach
the
Key
Stag
e 3
Cur
ricul
um, G
CSE
, A le
vel
and
othe
r rel
ated
wor
k in
a w
ay th
at w
ill en
rich
the
lives
of y
our s
tude
nts.
You
will
be e
ncou
rage
d to
take
a v
ery
activ
e pa
rt in
the
sess
ions
.
Plea
se re
fer t
o th
e VL
E fo
r up
to d
ate
web
site
s an
d re
sour
ces
linke
d to
the
sess
ions
.
Indu
ctio
n W
eek
Mon
day
16/9
/19
10.4
5-12
.00
Intr
oduc
tions
– W
hat
mak
es a
goo
d te
ache
r?TS
4, 8
CA
Lea
ds/ a
ll av
aila
ble
tuto
rs
An in
tera
ctiv
e an
d fu
n in
trodu
ctio
n to
the
grou
p w
hich
hel
ps y
ou b
egin
s to
refle
ct o
n te
achi
ng a
nd le
arni
ng in
the
clas
sroo
m.
Indu
ctio
n W
eek
Mon
day
16/9
/19
13.0
0-15
.00
Thin
king
in S
cien
ceTS
2, 3
CA
Lea
d
Pupi
ls a
re a
sked
to th
ink
in a
num
ber o
f diff
eren
t way
s w
hen
they
are
in s
cien
ce le
sson
s. T
his
sess
ion
aim
s to
intro
duce
to y
ou th
inki
ng
abou
t how
pup
ils th
ink
in s
cien
ce a
nd to
con
side
r the
mai
n th
eorie
s of
pup
il le
arni
ng.
S J.
Sca
ife, J
. Lea
rnin
g in
sci
ence
Cha
pter
4 in
Wel
lingt
on, J
. and
Ires
on, G
. (20
12).
Scie
nce
Lear
ning
, Sci
ence
teac
hing
(3rd
Ed)
Ab
ingd
on:R
outle
dge.
Tabe
r, K.
(201
4). S
tude
nt th
inki
ng a
nd le
arni
ng in
sci
ence
. Lon
don:
Rou
tledg
e.
Mul
ler U
, Car
pend
ale,
J. a
nd S
mith
, L (E
ds) (
2009
) The
Cam
brid
ge c
ompa
nion
to P
iage
t. N
ew Y
ork
: Cam
brid
ge U
nive
rsity
Pre
ss. (
this
is
elec
troni
c)
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
64
Indu
ctio
n W
eek
Tues
day
17/9
/19
13.0
0-15
.00
App
lyin
g Th
inki
ng in
Sc
ienc
eO
rgan
isat
ion
SKE
TS3
CA
Lea
d/ a
ll av
aila
ble
tuto
rs
Dra
win
g on
and
dev
elop
ing
som
e of
the
idea
s us
ed in
the
last
ses
sion
you
will
have
the
oppo
rtuni
ty to
see
how
thes
e id
eas
are
inco
rpor
ated
into
reso
urce
s us
ed in
sci
ence
less
ons
As s
cien
ce te
ache
rs a
re fr
eque
ntly
exp
ecte
d to
teac
h ac
ross
the
scie
nces
at K
ey S
tage
3 a
nd p
erha
ps a
lso
at K
ey S
tage
4 in
som
e sc
hool
s, it
is im
porta
nt to
revi
ew y
our o
wn
scie
nce
know
ledg
e an
d pr
epar
e a
pers
onal
act
ion
plan
for t
he P
GC
E ye
ar. T
his
sess
ion
is
desi
gned
to e
nabl
e yo
u to
car
ry d
evel
op a
n ac
tion
plan
for d
ealin
g w
ith a
ny g
aps
or a
reas
of w
eakn
ess.
M
osel
ey, D
., 20
05.
Fram
ewor
ks fo
r thi
nkin
g : a
han
dboo
k fo
r tea
chin
g an
d le
arni
ng. C
ambr
idge
:Cam
brid
ge U
nive
rsity
Pre
ss.
Ande
rson
, Lor
in, W
. 200
5. A
taxo
nom
y fo
r lea
rnin
g, te
achi
ng, a
nd a
sses
sing
: a
revi
sion
of B
loom
's [T
axon
omy
of e
duca
tiona
l obj
ectiv
es]
Har
low
: Pe
arso
n Ar
mst
rong
, Tho
mas
. c20
09.
Mul
tiple
inte
llige
nces
in th
e cl
assr
oom
3rd
ed.
, Ale
xand
ria, V
a. :
Asso
ciat
ion
for S
uper
visi
on a
nd C
urric
ulum
D
evel
opm
ent
Elec
troni
c re
sour
ce.
Bigg
s, J
ohn
B. (J
ohn
Burv
ille),
Col
lis, K
evin
F.
1982
. E
valu
atin
g th
e qu
ality
of l
earn
ing
: the
SO
LO ta
xono
my
(stru
ctur
e of
the
obse
rved
le
arni
ng o
utco
me)
. N
ew Y
ork
: Aca
dem
ic P
ress
ht
tps:
//ww
w.g
ov.u
k/go
vern
men
t/upl
oads
/sys
tem
/upl
oads
/atta
chm
ent_
data
/file
/381
754/
SEC
ON
DAR
Y_na
tiona
l_cu
rricu
lum
ht
tp://
ww
w.b
bc.c
o.uk
/sch
ools
/gcs
ebite
size
/ ht
tp://
ww
w.rs
c.or
g/le
arn-
biol
ogy/
reso
urce
/res0
0002
048/
teac
her-s
ubje
ct-k
now
ledg
e-se
lf-as
sess
men
t-pre
-16
Dur
ing
PSK
sess
ions
you
will
be d
irect
ed to
spe
cific
read
ing
Ref
er to
‘ass
essm
ent a
nd fi
ling’
sec
tion
of th
e sc
ienc
e VL
E
Indu
ctio
n W
eek
Wed
nesd
ay 1
8/9/
1913
.00-
15.0
0M
etac
ogni
tion
A T
albo
t
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
65
Wee
k B
egin
ning
23/
9/19
23/9
/19
9.00
-12.
00
PGC
E O
verv
iew
, as
sign
men
t 1 a
nd
wor
king
in a
sch
ool
CA
Lea
d
This
ses
sion
will
expl
ore
and
mak
e yo
u fa
milia
r with
the
PGC
E ye
ar a
nd c
urric
ulum
are
a se
ssio
ns. W
e w
ill al
so b
e lo
okin
g at
ass
ignm
ent 1
an
d ho
w to
wor
k ef
fect
ivity
and
suc
cess
fully
in a
sch
ool.
Wee
k B
egin
ning
23/
9/19
23/9
/19
13.0
0-15
.00
Act
ive
appr
oach
es to
le
arni
ngC
A L
ead
Ther
e is
a h
uge
varie
ty o
f way
s th
at y
ou c
an s
truct
ure
less
ons
that
can
incr
ease
stu
dent
und
erst
andi
ng in
less
ons.
One
of t
he b
est w
ays
is
to d
evel
op a
nd u
se a
rang
e of
act
iviti
es th
at in
crea
se s
tude
nt e
ngag
emen
t and
par
ticip
atio
n th
roug
h ac
tive
lear
ning
.
In th
is w
orks
hop
we
will
expl
ore
and
eval
uate
a ra
nge
of a
ctiv
ities
you
cou
ld u
se in
you
r les
sons
cre
atin
g a
tool
kit o
f app
roac
hes
to h
elp
you
crea
te e
ffect
ive
less
ons.
Wee
k be
ginn
ing
23/9
/19
27/9
/19
9.00
-12.
00H
ow c
hild
ren
lear
nTS
2LD
This
ses
sion
will
exam
ine
wha
t we
know
abo
ut h
ow c
hild
ren
lear
n, a
nd th
e im
plic
atio
ns o
f thi
s fo
r tea
chin
g sc
ienc
e in
sch
ool.
Har
t, S.
(200
4). L
earn
ing
with
out l
imits
. Mai
denh
ead:
McG
raw
-Hill
Educ
atio
n
Hat
tie, J
., &
Yate
s, G
. C. (
2013
). V
isib
le le
arni
ng a
nd th
e sc
ienc
e of
how
we
lear
n. L
ondo
n: R
outle
dge.
Mor
timer
, E.,
& Sc
ott,
P. (2
003)
. Mea
ning
Mak
ing
In S
econ
dary
Sci
ence
Cla
ssro
oms.
Mai
denh
ead:
McG
raw
-Hill
Educ
atio
n.
Nut
hall,
G. (
2007
). Th
e hi
dden
live
s of
lear
ners
. Wel
lingt
on: N
zcer
Pre
ss.
http
s://e
duca
tione
ndow
men
tfoun
datio
n.or
g.uk
/evi
denc
e/te
achi
ng-le
arni
ng-to
olki
t
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
66
Wee
k be
ginn
ing
23/9
/19
27/9
/19
13.0
0-16
.00
Nat
iona
l Cur
ricul
umTS
3 an
d Pa
rt 2
JA
The
Nat
iona
l Cur
ricul
um s
peci
fies
Prog
ram
mes
of S
tudy
in s
cien
ce w
hich
pup
ils s
houl
d fo
llow
from
age
s 5
to 1
6. T
hese
ses
sion
s w
ill ex
plor
e th
e or
igin
s, in
tent
ions
, stru
ctur
e an
d im
plic
atio
ns o
f the
Nat
iona
l Cur
ricul
um fo
r sci
ence
.
Rei
ss, M
. (20
07) W
hat s
houl
d be
the
aim
(s) o
f sch
ool s
cien
ce e
duca
tion?
In
Cor
rigan
, D. D
illon,
J. a
nd G
unst
one,
R. (
Eds)
, 200
7.Th
e re
-em
erge
nce
of v
alue
s in
sci
ence
edu
catio
n. R
otte
rdam
: Sen
se P
ublis
hers
, 24
9-26
7.
http
s://w
ww
.gov
.uk/
gove
rnm
ent/u
ploa
ds/s
yste
m/u
ploa
ds/a
ttach
men
t_da
ta/fi
le/3
8175
4/SE
CO
ND
ARY_
natio
nal_
curri
culu
m.p
dfBr
aund
, M
. (2
009)
Cur
ricul
um D
evel
opm
ent
in t
he U
nite
d Ki
ngdo
m:
Them
es,
Tren
ds a
nd T
ensi
ons.
In
J. K
irlo
and
A. N
aum
ann
(Eds
) C
urric
ulum
Dev
elop
men
t: P
ersp
ectiv
es fr
om A
roun
d th
e W
orld
, Lou
isia
na: T
he A
ssoc
iatio
n of
Chi
ldho
od E
duca
tion
(AC
E)
Wee
k B
egin
ning
30/
9/19
30/9
/19
13.0
0-15
.00
BES
TC
A L
ead
In th
is s
essi
on w
e w
ill lo
ok a
t the
Bes
t Evi
denc
e in
Sci
ence
Edu
catio
n re
sour
ces
and
how
we
can
use
them
in o
ur p
lann
ing
and
deliv
ery
of
less
ons.
http
s://w
ww
.ste
m.o
rg.u
k/be
st-e
vide
nce-
scie
nce-
teac
hing
Wee
k be
ginn
ing
30/9
/19
30/9
/19
9.00
-12.
00A
sses
smen
t for
lear
ning
in
Sci
ence
KS3
-4TS
2, 4
, 6PG
CE
Tuto
r
This
wor
ksho
p in
trodu
ces
AfL
in th
e sc
ienc
e cl
assr
oom
as
wel
l as
expl
orin
g po
st le
sson
ass
essm
ent a
nd h
ow to
set
mea
ning
ful h
omew
ork
and
end
of to
pic
test
s. T
here
will
also
be
a fo
cus
on d
esig
ning
AfL
act
iviti
es.
http
s://p
rezi
.com
/hy2
xoy5
47ug
b/af
l-and
-wsi
-sel
f-stu
dy/
DfE
S, 2
004,
Ped
agog
y an
d Pr
actic
e: T
each
ing
and
Lear
ning
in S
econ
dary
Sch
ools
. Uni
t 12:
Ass
essm
ent f
or L
earn
ing,
[onl
ine]
Ava
ilabl
e at
:<
http
://w
ebar
chiv
e.na
tiona
larc
hive
s.go
v.uk
/201
1080
9101
133/
nson
line.
org.
uk/n
ode/
1747
76>
Page
s 1-
4 Bl
ack,
P.,
Har
rison
, C.,
Lee,
C.,
Mar
shal
l, B.
& W
iliam
, D.,
2002
, Wor
king
insi
de th
e bl
ack
box:
Ass
essm
ent f
or le
arni
ng in
the
clas
sroo
m, L
ondo
n: N
FER
Nel
son
Blac
k, P
. &
Har
rison
, C.,
2004
, Sci
ence
insi
de th
e bl
ack
box:
Ass
essm
ent f
or le
arni
ng in
the
scie
nce
clas
sroo
m, L
ondo
n: N
FER
Nel
son
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
67
Wee
k be
ginn
ing
30/9
/19
4/10
/19
9.00
-12.
00Le
sson
pla
nnin
gTS
1, 3
, 4, 6
CA
Lea
d
This
ses
sion
hig
hlig
hts
the
rang
e of
dec
isio
ns th
at h
ave
to b
e m
ade
whe
n pl
anni
ng le
sson
s. Y
ou w
ill ga
in e
xper
ienc
e of
the
stag
es in
volv
ed in
th
e de
velo
pmen
t of a
pla
n, c
onsi
der w
hat s
houl
d be
on
a le
sson
pla
n an
d w
hat t
he p
lan
shou
ld lo
ok li
ke, a
nd fi
nally
pro
duce
a s
uita
ble
prof
orm
a to
use
in y
our t
each
ing
prac
tice
and
for t
he s
essi
on in
Wee
k 8
http
://w
ww
.edu
catio
nsco
tland
.gov
.uk/
lear
ning
andt
each
ing/
appr
oach
es/a
ctiv
elea
rnin
g/Pr
ince
, M. (
2004
) Doe
s ac
tive
lear
ning
wor
k? A
revi
ew o
f the
rese
arch
. The
rese
arch
jour
nal f
or e
ngin
eerin
g ed
ucat
ion.
M
icha
el, J
. (20
06)W
here
's th
e ev
iden
ce th
at a
ctiv
e le
arni
ng w
orks
? A
mer
ican
Psy
chol
ogic
al S
ocie
ty V
ol. 3
0 no
. 4, 1
59-1
67.
Silb
erm
an, M
.(199
6). A
ctiv
e Le
arni
ng, 1
01 s
trate
gies
to te
ach
any
subj
ect.
Bost
on: A
llyn
and
Baco
n.
Wee
k be
ginn
ing
30/9
/19
4/10
/19
13.0
0-16
.00
Plan
ning
seq
uenc
es o
f le
sson
sTS
4JA
This
ses
sion
hig
hlig
hts
the
rang
e of
con
side
ratio
ns in
volv
ed in
pla
nnin
g se
quen
ces
of le
sson
s, b
uild
ing
on th
e w
ork
you
will
have
don
e pr
evio
usly
on
plan
ning
indi
vidu
al le
sson
s. D
urin
g yo
ur te
achi
ng p
lace
men
ts, y
ou w
ill ne
ed to
be
able
to p
lan
sequ
ence
s of
less
ons
on g
iven
sc
ienc
e to
pics
. Thi
s se
ssio
n al
low
s yo
u to
con
side
r the
issu
es a
nd d
ecis
ions
invo
lved
in d
evel
opin
g an
out
line
sche
me,
for a
ser
ies
of le
sson
s on
a g
iven
topi
c.w
w.a
se.o
rg.u
k/re
sour
ces/
how
-sel
ect-s
chem
e-of
-wor
kAbe
rson
, B. a
nd L
ight
, D. (
2015
).
Dus
chl,
R.,
Mae
ng,
S.,
& Se
zen,
A.
(201
1).
Lear
ning
pro
gres
sion
s an
d te
achi
ng s
eque
nces
: A
revi
ew a
nd a
naly
sis.
Stu
dies
in
Sci
ence
E
duca
tion,
47(2
), 12
3-18
2.
Wee
k B
egin
ning
7/1
0/19
7/10
/19
9.00
-12.
00En
gagi
ng s
tude
nts
with
sc
ienc
eC
A L
ead
Som
etim
es th
e bi
gges
t stru
ggle
is tr
ying
to e
ngag
e st
uden
ts w
ith w
hy s
cien
ce is
impo
rtant
and
why
we
shou
ld le
arn
abou
t it.
Ther
e ar
e m
any
way
s in
whi
ch w
e ca
n tu
rn o
n th
at s
park
of i
nter
est a
nd e
ngag
e ou
r lea
rner
s an
d in
this
wor
ksho
p w
e w
ill ex
plor
e th
ese.
Fro
m c
onte
xt le
d ap
proa
ches
to b
uild
ing
the
scie
nce
capi
tal o
f our
stu
dent
s.
http
s://w
ww
.kcl
.ac.
uk/e
cs/re
sear
ch/re
sear
ch-c
entre
s/cp
pr/re
sear
ch/c
urre
ntpr
o/en
terp
risin
g-sc
ienc
e/01
scie
nce-
capi
tal
Benn
ett,
J., L
ubbe
n, F
. and
Hog
arth
, S. (
2006
) Brin
ging
sci
ence
to li
fe: A
syn
thes
is o
f the
rese
arch
evi
denc
e on
the
effe
cts
of c
onte
xt-b
ased
and
ST
S ap
proa
ches
to s
cien
ce te
achi
ng. S
cien
ce E
duca
tion
91(3
) 347
-370
.Fe
nsha
m, P
. (20
09).
Rea
l wor
ld c
onte
xts
in P
ISA
sci
ence
: Im
plic
atio
ns fo
r co
ntex
t bas
ed s
cien
ce e
duca
tion.
Jou
rnal
of R
esea
rch
in S
cien
ce
Teac
hing
. 46;
8, 8
84-8
96.
Pilo
t, A.
and
Bul
te, A
. (20
06) W
hy D
o Yo
u “N
eed
to K
now
”? C
onte
xt‐b
ased
edu
catio
n. In
tern
atio
nal J
ourn
al o
f Sci
ence
Edu
catio
n 28
:9,9
53-9
56.
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
68
Wee
k B
egin
ning
7/1
0/19
7/10
/19
13.0
0-15
.00
Feed
back
and
mar
king
CA
Lea
d
This
wor
ksho
p lo
oks
at a
rang
e of
feed
back
and
mar
king
tech
niqu
es th
at c
an b
e us
ed to
pro
mot
e pr
ogre
ss, w
hile
bei
ng m
indf
ul o
f tea
cher
w
orkl
oad.
We
will
look
at a
rang
e of
teac
her,
stud
ent a
nd p
eer m
arki
ng a
nd fe
edba
ck s
trate
gies
and
giv
e yo
u th
e op
portu
nity
to re
flect
up
on th
em.
Wee
k be
ginn
ing
7/10
/19
11/1
0/19
9.00
-12.
00Sh
arin
g Le
sson
Pla
ns
and
Less
on E
valu
atio
nsTS
1-6
and
8Tu
tors
This
is a
n op
portu
nity
to w
ork
in g
roup
s to
revi
ew y
our l
esso
n pl
an a
nd o
btai
n cr
itica
l fee
dbac
k fro
m c
olle
ague
s an
d de
velo
p yo
ur re
flect
ive
prac
titio
ner s
kills
. The
re w
ill al
so b
e th
e op
portu
nity
to re
view
the
purp
ose
and
stru
ctur
es o
f you
r sch
ool t
each
ing
and
lear
ning
file
s.
The
refle
ctiv
e te
ache
r. A
vaila
ble
from
: w
ww
.mhe
duca
tion.
co.u
k/op
enup
/cha
pter
s/97
8033
5222
407.
Ref
lect
ive
teac
hing
: Exp
lorin
g ou
r ow
n cl
assr
oom
pra
ctic
e. A
vaila
ble
from
ww
w.m
hedu
catio
n.co
.uk/
open
up/c
hapt
ers/
9780
3352
2240
7.pd
f
Loug
hran
,J. (
2002
). Ef
fect
ive
refle
ctiv
e pr
actic
e –
in s
earc
h of
mea
ning
in le
arni
ng a
bout
teac
hing
.Jou
rnal
of T
each
er E
duca
tion.
53(
1). 3
3-43
.
Wee
k be
ginn
ing
7/10
/19
11/1
0/19
13.0
0-15
.00
A L
evel
Sepa
rate
Sci
ence
sTS
3 an
d 6
Tuto
rs
This
ses
sion
pro
vide
s yo
u w
ith a
n in
trodu
ctio
n to
the
spec
ifica
tions
and
mod
es o
f ass
essm
ent a
t Adv
ance
d le
vel i
n yo
ur o
wn
spec
ialis
t sci
ence
ar
ea.
You
will
have
the
oppo
rtuni
ty to
wor
k on
you
r KS5
sub
ject
kno
wle
dge
audi
t.
Rea
ding
will
be s
ugge
sted
dur
ing
the
sess
ion.
http
://w
ww
.ocr
.org
.uk/
qual
ifica
tions
/by-
type
/as-
a-le
vel-g
ce/
http
://w
ww
.aqa
.org
.uk/
supp
ortin
g-ed
ucat
ion/
polic
y/gc
se-a
nd-a
-leve
l-cha
nges
/cha
nges
-in-y
our-s
ubje
ct/s
cien
ce-c
hang
es/n
ew-a
-leve
ls
http
s://q
ualif
icat
ions
.pea
rson
.com
/en/
qual
ifica
tions
/ede
xcel
-a-le
vels
.htm
l
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
69
Wee
k be
ginn
ing
14/1
0/19
14/1
0/19
9.00
-15.
00W
orki
ng s
cien
tific
ally
TS3
and
4LD
/JA
Acro
ss th
e sc
ienc
es p
upils
sho
uld
lear
n to
des
ign,
impl
emen
t and
eva
luat
e in
vest
igat
ive
wor
k. T
his
sess
ion
will
allo
w y
ou to
stru
ctur
e le
sson
s in
ord
er to
sup
port
pupi
l lea
rnin
g in
this
con
text
. You
will
also
hav
e th
e op
portu
nity
to th
ink
abou
t the
dev
elop
men
t of s
cien
tific
thin
king
and
ho
w th
ese
idea
s m
ight
be
embe
dded
with
in a
sci
ence
cur
ricul
um.
http
s://w
ww
.gov
.uk/
gove
rnm
ent/u
ploa
ds/s
yste
m/u
ploa
ds/a
ttach
men
t_da
ta/fi
le/3
3517
4/SE
CO
ND
ARY_
natio
nal_
curri
culu
m_-
_Sci
ence
_220
714.
Kind
, V. &
Kin
d, P
.M. (
2009
) Tea
chin
g S
econ
dary
How
Sci
ence
Wor
ks.
ASEH
unt,
A., C
ampb
ell,
P., N
eedh
am, R
., R
atcl
iffe,
M. &
Rob
erts
, R.
(201
1). I
deas
and
Evi
denc
e in
Sci
ence
: Les
sons
from
Ass
essm
ent:
An
inde
pend
ent r
epor
t to
SC
OR
E.
illar,
R. (
2010
) Pra
ctic
al w
ork.
In
Osb
orne
, J. &
Dillo
n, J
. (Ed
s). 2
010.
Goo
d pr
actic
e in
sci
ence
teac
hing
. W
hat r
esea
rch
has
to s
ay.
Mai
denh
ead:
Ope
n U
nive
rsity
Pre
ss.
Wee
k be
ginn
ing
14/1
0/19
18/1
0/19
9.00
-12.
00G
ettin
g Pr
actic
alTS
1, 2
, 3 a
nd 4
JA
It is
wid
ely
reco
gnis
ed th
at p
ract
ical
wor
k is
a v
ital e
lem
ent o
f sch
ool s
cien
ce a
nd th
ere
are
a nu
mbe
r of h
igh
qual
ity re
sour
ces
to s
uppo
rt it.
H
owev
er, p
ract
ical
wor
k pe
r se
may
not
alw
ays
impa
ct a
s in
tend
ed o
n pu
pil’s
eng
agem
ent a
nd le
arni
ng.
This
ses
sion
will
high
light
the
issu
es
and
help
you
use
‘get
ting
prac
tical
’ met
hods
to im
prov
e th
e ef
fect
iven
ess
of th
e pr
actic
al w
ork
thro
ugh
desi
gnin
g pr
actic
al s
cien
ce a
ctiv
ities
to
mee
t wha
teve
r pur
pose
the
teac
her h
as in
min
d.ht
tp://
ww
w.g
ettin
gpra
ctic
al.o
rg.u
k/ht
tp://
ww
w.s
core
-edu
catio
n.or
g/m
edia
/366
8/re
port.
Abra
ham
s, I.
, & M
illar,
R.(
2008
).D
oes
Prac
tical
Wor
k R
eally
Wor
k?: A
stu
dy o
f the
effe
ctiv
enes
s of
pra
ctic
al w
ork
as a
teac
hing
and
lear
ning
m
etho
d in
sch
ool s
cien
ce. I
nter
natio
nal J
ourn
al o
f Sci
ence
Edu
catio
n,30
(14)
, 194
5-19
69.
Wee
k be
ginn
ing
14/1
0/19
18/1
0/19
13.0
0-16
.00
STEM
Lea
rnin
gPr
eam
ble,
TS3
and
4JA
The
Nat
iona
l Sci
ence
Lea
rnin
g C
entre
(STE
M L
earn
ing)
bas
ed a
t the
Uni
vers
ity o
f Yor
k pr
ovid
es a
wid
e ra
nge
of te
ache
r CPD
. It
also
ho
uses
a re
sour
ce c
entre
and
hos
ts e
lect
roni
c da
taba
ses
rich
in te
achi
ng a
nd le
arni
ng re
sour
ces.
Thi
s vi
sit w
ill en
able
you
to e
xplo
re th
ese
in o
rder
to s
uppo
rt yo
ur c
lass
room
teac
hing
.ht
tps:
//ww
w.s
cien
cele
arni
ngce
ntre
s.or
g.uk
/con
sorti
a/na
tiona
l/
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
70
Wee
k be
ginn
ing
21/1
0/19
21/1
0/19
9.00
-15.
00Pl
anni
ng fo
r pra
ctic
alTS
7C
A L
eads
Prac
tical
wor
k is
a k
ey p
art o
f sci
ence
edu
catio
n bu
t req
uire
s lo
ts o
f pla
nnin
g an
d pr
actic
ing
to m
ake
it an
effe
ctiv
e an
d sa
fe a
ctiv
ity. O
ver
the
cour
se o
f the
day
we
will
exp
lore
H
ealth
and
saf
ety
issu
es in
clud
ing
com
mon
issu
es, m
isco
ncep
tions
and
cre
atin
g ris
k as
sess
men
ts.
R
equi
sitio
ns a
nd w
orki
ng w
ith te
chni
cian
s
Spill
kits
, rem
edia
l firs
t aid
mea
sure
s an
d be
nch
fires
Pl
anni
ng a
nd ru
nnin
g ef
fect
ive
prac
tical
s
BfL
in p
ract
ical
less
ons
http
://w
ww
.cle
apss
.org
.uk/
http
s://w
ww
.ase
.org
.uk/
reso
urce
s/he
alth
-and
-saf
ety-
reso
urce
s/ht
tps:
//ww
w.g
atsb
y.or
g.uk
/upl
oads
/edu
catio
n/re
ports
/goo
d-pr
actic
al-s
cien
ce-re
port.
Wee
k be
ginn
ing
21/1
0/19
9.00
-15.
00In
clus
ion
Day
TS1,
2, 5
LD
/JA
Wha
t are
the
reas
ons
why
chi
ldre
n fro
m s
ome
back
grou
nds
are
unde
r-rep
rese
nted
in p
ost-c
ompu
lsor
y sc
ienc
e? H
ow d
o w
e pr
ovid
e eq
uita
ble
educ
atio
nal o
ppor
tuni
ties
in s
cien
ce fo
r stu
dent
s fro
m d
iver
se b
ackg
roun
ds?
Ineq
ualit
ies
in p
artic
ipat
ion
in s
cien
ce a
re p
rofo
undl
y in
fluen
ced
by s
ocia
l nor
ms
and
proc
esse
s, in
clud
ing
teac
hers
’ unc
onsc
ious
bia
ses
and
ster
eoty
pica
l ass
umpt
ions
. T
he a
im o
f thi
s da
y is
to
enga
ge tr
aine
es w
ith re
sear
ch o
n so
cial
just
ice
and
scie
nce
educ
atio
n, w
ith p
artic
ular
em
phas
is o
n se
xual
ity, d
isab
ility,
eth
nici
ty, g
ende
r and
so
cial
cla
ss, a
nd to
rais
e aw
aren
ess
of h
ow s
cien
ce te
ache
rs c
an c
ontri
bute
to a
mor
e so
cial
ly ju
st e
duca
tion.
In
gro
ups,
stu
dent
s w
ill be
ex
pect
ed to
lead
gro
up s
essi
ons
in w
hich
they
: -
Iden
tify
issu
es/q
uest
ions
that
aris
e in
rela
tion
to th
ese
them
es-
Crit
ical
ly d
iscu
ss re
sear
ch li
tera
ture
on
thes
e th
emes
, lin
king
rese
arch
to p
olic
y an
d pr
actic
e-
Iden
tify
impl
icat
ions
for s
cien
ce te
ache
rs (t
hese
will
be th
e fo
cus
of th
e af
tern
oon
sess
ion)
It is
exp
ecte
d th
at s
tude
nts
will
draw
on
thes
e di
scus
sion
s in
thei
r les
son
plan
ning
and
thei
r ref
lect
ion
on p
olic
y an
d pr
actic
e.A
deta
iled
read
ing
list w
ill be
pro
vide
d fo
r eac
h gr
oup
in a
dvan
ce.
All g
roup
s sh
ould
read
the
follo
win
g:
Arch
er, L
. (20
11) S
ocia
l Jus
tice
in S
choo
ls: e
ngag
ing
with
equ
ality
. In
Dillo
n, J
. & M
agui
re, M
. (Ed
s) B
ecom
ing
a Te
ache
r. Is
sues
in
Sec
onda
ry E
duca
tion
Mai
denh
ead:
Ope
n U
nive
rsity
Pre
ss.
ht
tps:
//pre
zi.c
om/h
ipdh
5v_j
7zf/s
end-
wsi
-and
-sel
f-stu
dy/
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
71
Wee
k be
ginn
ing
28/1
0/19
1/11
/19
13.0
0-15
.00
Coa
chin
g th
roug
h pl
acem
ent 1
CA
Lea
ds
This
fun
afte
rnoo
n se
ssio
n w
ill ge
t you
coa
chin
g ea
ch o
ther
thro
ugh
issu
es a
nd w
orrie
s yo
u ha
ve fo
r pla
cem
ent 1
. In
the
sess
ion
you
will
lear
n ab
out c
oach
ing
skills
and
how
to s
uppo
rt co
lleag
ues
in s
choo
l and
uni
vers
ity.
Wee
k be
ginn
ing
16/1
2/19
20/1
2/19
9.00
-12.
00Li
tera
cy a
nd N
umer
acy
in
Sci
ence
TS2,
3, 5
and
8LD
This
ses
sion
con
side
rs h
ow s
cien
ce le
arni
ng b
oth
depe
nds
on, a
nd c
ontri
bute
s to
, the
dev
elop
men
t of p
upils
’ lite
racy
. Way
s of
usi
ng te
xt to
he
lp p
upils
read
with
und
erst
andi
ng w
ill be
sho
wn
and
we
will
cons
ider
the
diffi
culti
es fo
r you
ng p
eopl
e st
udyi
ng s
cien
ce w
hich
cer
tain
use
s of
la
ngua
ge c
an c
ause
. The
ses
sion
will
look
at w
ays
in w
hich
task
s in
volv
ing
pupi
l writ
ing
and
oral
dis
cuss
ion
can
be u
sed
as p
ositi
ve a
ids
to
unde
rsta
ndin
g. T
his
sess
ion
will
also
con
side
r how
lear
ning
in th
e sc
ienc
es b
oth
depe
nds
on, a
nd c
ontri
bute
s to
, the
dev
elop
men
t of p
upils
’ nu
mer
acy.
Yo
u w
ill co
mpa
re th
e na
tiona
l cur
ricul
a fo
r mat
hs a
nd s
cien
ce a
nd re
flect
on
less
ons
(obs
erve
d an
d ta
ught
), w
here
mat
hem
atic
s ha
s be
en a
n in
tegr
al c
ompo
nent
.
Evag
orou
, M. a
nd O
sbor
ne, J
., 20
10. T
he ro
le o
f lan
guag
e in
the
teac
hing
and
lear
ning
of s
cien
ce. I
n: O
sbor
ne, J
. and
Dillo
n, J
. eds
. 201
0.
Goo
d P
ract
ice
in S
cien
ce T
each
ing
wha
t res
earc
h ha
s to
say
. 2nd
ed.
Mai
denh
ead:
McG
raw
-Hill.
Ch.
7.M
erce
r, N
., 19
95.
The
Gui
ded
Con
stru
ctio
n of
Kno
wle
dge.
Tal
k am
ongs
t tea
cher
s an
d le
arne
rs.
Cle
vedo
n: M
ultil
ingu
al M
atte
rs.
Mer
cer,
N.,
2000
. Wor
ds a
nd m
inds
: How
we
use
lang
uage
to th
ink
toge
ther
. Lon
don:
Rou
tledg
e.M
ortim
er, E
. F. a
nd S
cott,
P. H
., 20
03.
Mak
ing
Mea
ning
in S
econ
dary
Sci
ence
Cla
ssro
oms.
Mai
denh
ead:
Ope
n U
nive
rsity
Pre
ss.
SATI
S: h
ttp://
ww
w.s
atis
revi
site
d.co
.uk
Dem
ocs:
http
://w
ww
.new
econ
omic
s.or
g/pu
blic
atio
ns/e
ntry
/dem
ocs-
for-s
choo
ls-c
limat
e-ch
ange
ht
tps:
//ww
w.a
se.o
rg.u
k/re
sour
ces/
mat
hs-in
-sci
ence
/Br
adsh
aw,
J.,
Ager
, R
., Bu
rge,
B.
and
Whe
ater
, R
. (2
010)
. PI
SA 2
009:
Ach
ieve
men
t of
15
year
old
s in
Eng
land
. [o
nlin
e] A
vaila
ble
at:
http
s://w
ww
.nfe
r.ac.
uk/p
ublic
atio
ns/N
PDZ0
1/N
PDZ0
1.pd
f. Sl
ough
: NFE
R.
Pars
ons,
S &
Byn
ner,
J. (2
005)
. Doe
s N
umer
acy
Mat
ter?
[onl
ine]
Ava
ilabl
e at
: http
://ep
rints
.ioe.
ac.u
k/47
58/1
/par
sons
2006
does
SCO
RE,
201
0. M
aths
in S
cien
ce R
epor
t. W
ellin
gton
, J. &
Ires
on, G
. (20
08) S
cien
ce L
earn
ing,
Sci
ence
Tea
chin
g R
outle
dge
http
://w
ww
.sat
isre
visi
ted.
co.u
k/m
3.as
p
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
72
Wee
k be
ginn
ing
16/1
2/19
16/1
2/19
9.00
-12.
00Sh
ow a
nd T
ell K
S3
Act
iviti
esTS
3 an
d 4
Tuto
rs
Ther
e ca
n (a
nd s
houl
d) b
e m
ore
to s
cien
ce le
sson
s th
an c
halk
-and
-talk
, and
pra
ctic
al w
ork.
Thi
s se
ssio
n al
low
s yo
u to
sha
re le
arni
ng a
ctiv
ities
an
d as
sess
men
t ite
ms
you
have
des
igne
d, d
raw
ing
on th
e ex
perie
nces
of e
arlie
r ses
sion
s. Y
ou w
ill ex
perie
nce
a w
ide
rang
e of
act
iviti
es th
at c
an
be u
sed
to p
rom
ote
lear
ning
in th
e sc
ienc
es.
Wee
k B
egin
ning
16
/12/
1920
/12/
1912
.00-
15.0
0Pr
actic
al w
orks
hop
and
reso
urce
sC
A L
eads
As a
n en
d of
term
trea
t we
will
be e
xplo
ring
and
eval
uatin
g a
rang
e of
pra
ctic
al a
nd th
inki
ng a
bout
cre
ativ
ity in
pra
ctic
al w
ork.
In th
e se
ssio
n w
e w
ill al
so lo
ok a
t onl
ine
reso
urce
s an
d so
me
Chr
istm
as d
emon
stra
tions
.
Wee
k be
ginn
ing
6/1/
206/
1/20
9.00
-12.
00PS
K P
hysi
csTh
is is
opt
iona
l for
bi
olog
y an
d ch
emis
try
TBC
To c
ontin
ue to
bui
ld y
our p
edag
ogic
al s
ubje
ct k
now
ledg
e (P
SK),
this
ses
sion
is d
esig
ned
to d
raw
on
your
exp
erie
nces
and
faci
litat
e yo
ur fu
ture
pr
ogre
ss in
this
are
a.R
eadi
ng w
ill be
sug
gest
ed d
urin
g th
e se
ssio
n, d
epen
ding
on
the
focu
s of
the
sess
ion.
Wee
k be
ginn
ing
6/1/
206/
1/20
13.0
0-6.
00R
equi
red
prac
tical
s Ph
ysic
sTh
is is
opt
iona
l for
bi
olog
y an
d ch
emis
try
Tuto
rs
This
ses
sion
will
give
you
an
oppo
rtuni
ty to
trai
l and
eva
luat
e ho
w to
teac
h a
rang
e of
GC
SE re
quire
d pr
actic
al’s
from
the
AQA
spec
ifica
tion.
ht
tps:
//file
stor
e.aq
a.or
g.uk
/reso
urce
s/ph
ysic
s/AQ
A-84
63-P
RAC
TIC
ALS-
HB.
Wee
k be
ginn
ing
6/1/
208/
1/20
9.00
-12.
00PS
K c
hem
istr
y Th
is is
opt
iona
l for
ph
ysic
s an
d bi
olog
yTB
C
To c
ontin
ue to
bui
ld y
our p
edag
ogic
al s
ubje
ct k
now
ledg
e (P
SK),
this
ses
sion
is d
esig
ned
to d
raw
on
your
exp
erie
nces
and
faci
litat
e yo
ur fu
ture
pr
ogre
ss in
this
are
a.R
eadi
ng w
ill be
sug
gest
ed d
urin
g th
e se
ssio
n, d
epen
ding
on
the
focu
s of
the
sess
ion.
Wee
k be
ginn
ing
6/1/
208/
1/20
13.0
0-15
.00
Ass
ignm
ent 2
and
Fo
lder
sC
A L
eads
/Tut
ors
Assi
gnm
ent 2
invo
lves
refle
ctio
n on
you
r ow
n te
achi
ng.
This
ses
sion
will
help
you
pre
pare
for t
he w
ritin
g of
the
M L
evel
ass
ignm
ent a
nd
cons
ider
how
theo
ry a
nd p
ract
ice
wor
k to
geth
er. W
e al
so c
heck
that
fold
ers
are
up to
dat
e.W
yse,
D. (
2012
) The
goo
d w
ritin
g gu
ide
for e
duca
tion
stud
ents
. Sag
e.
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
73
Wee
k be
ginn
ing
6/1/
209/
1/10
9.00
-12.
00PS
K B
iolo
gyTh
is is
an
optio
nal f
or
phys
ics
and
chem
istr
y JA
To c
ontin
ue to
bui
ld y
our p
edag
ogic
al s
ubje
ct k
now
ledg
e (P
SK),
this
ses
sion
is d
esig
ned
to d
raw
on
your
exp
erie
nces
and
faci
litat
e yo
ur fu
ture
pr
ogre
ss in
this
are
a.
Rea
ding
will
be s
ugge
sted
dur
ing
the
sess
ion,
dep
endi
ng o
n th
e fo
cus
of th
e se
ssio
n.
Wee
k be
ginn
ing
6/1/
209/
1/10
13.0
0-16
.00
Req
uire
d pr
actic
als
chem
istr
y Th
is is
opt
iona
l for
ph
ysic
s an
d bi
olog
yTu
tors
This
ses
sion
will
give
you
an
oppo
rtuni
ty to
trai
l and
eva
luat
e ho
w to
teac
h a
rang
e of
GC
SE re
quire
d pr
actic
al’s
from
the
AQA
spec
ifica
tion.
http
s://f
ilest
ore.
aqa.
org.
uk/re
sour
ces/
chem
istry
/AQ
A-84
62-P
RAC
TIC
ALS-
HB.
Wee
k be
ginn
ing
6/1/
2010
/1/2
0A
SE/S
tudy
Day
This
is a
stu
dy d
ay fo
r the
PG
CE
cour
se b
ut a
s a
PGC
E st
uden
ts w
e re
com
men
d yo
u at
tend
the
ASE
Nat
iona
l Con
fere
nce
(larg
est s
cien
ce
educ
atio
n co
nfer
ence
in E
urop
e) in
Rea
ding
.
Wee
k be
ginn
ing
10/2
/20
10/2
/20
9.00
-12.
00R
equi
red
prac
tical
s bi
olog
yTh
is is
opt
iona
l for
ph
ysic
s an
d ch
emis
try
Tuto
rs
This
ses
sion
will
give
you
an
oppo
rtuni
ty to
trai
l and
eva
luat
e ho
w to
teac
h a
rang
e of
GC
SE re
quire
d pr
actic
al’s
from
the
AQA
spec
ifica
tion.
http
s://f
ilest
ore.
aqa.
org.
uk/re
sour
ces/
biol
ogy/
AQA-
8461
-PR
ACTI
CAL
S-H
B.PD
F
Wee
k be
ginn
ing
10/2
/20
10/2
/20
13.0
0-15
.00
Diff
eren
tiatio
n C
A L
eads
In th
is s
essi
on w
e w
ill ex
plor
e th
e ke
y pr
inci
ples
of d
iffer
entia
tion.
You
will
deve
lop
your
und
erst
andi
ng o
f how
to u
se d
iffer
entia
tion
effe
ctiv
ely
in s
cien
ce to
pro
mot
e pr
ogre
ss fo
r all.
Dur
ing
the
sess
ion
you
will
have
the
oppo
rtuni
ty to
bec
ome
fam
iliar w
ith a
rang
e of
stra
tegi
es th
at y
ou
can
take
forw
ard
into
you
r ow
n te
achi
ng.
PGC
E Tr
aine
e H
andb
ook
2019
-20–
Cor
e, P
athf
inde
r, YT
SA, A
ll Sa
ints
74
Wee
k be
ginn
ing
23/3
/20
27/3
/20
13.0
0-15
.00
Prep
arat
ion
for f
irst
post
JA
In th
is s
essi
on w
e w
ill re
flect
on
how
the
task
of l
ooki
ng a
nd a
pply
ing
for a
teac
hing
pos
ts o
ught
to b
e ap
proa
ched
. We
will
also
exp
lore
our
as
pira
tions
and
app
rehe
nsio
ns a
bout
app
licat
ions
, int
ervi
ews,
pre
para
tion
for f
irst p
osts
and
the
first
few
term
s of
teac
hing
.ht
tps:
//ww
w.th
egua
rdia
n.co
m/te
ache
r-net
wor
k/te
ache
r-blo
g/20
13/fe
b/11
/nqt
-job-
tips-
care
er-a
dvic
e-te
achi
nght
tps:
//pre
zi.c
om/d
cnop
vdqu
6_c/
how
-to-g
et-m
y-fir
st-te
achi
ng-jo
b/
Wee
k be
ginn
ing
23/3
/20
27/3
/20
15.0
0-16
.00
Ass
ignm
ent 3
Dro
p in
CA
Lea
ds
The
oppo
rtuni
ty to
che
ck w
hat y
ou’re
doi
ng fo
r ass
ignm
ent 3
and
wha
t you
nee
d to
do
Wee
k B
egin
ning
25/
6/20
26/5
/20
9.00
-12.
00Fo
lder
che
ckTu
tors
Wee
k B
egin
ning
25/
5/20
29/5
/20
TBC
Wee
k B
egin
ning
1/6
/20
1/6/
209.
00-1
5.00
Cre
ativ
ity D
ayC
A L
eads
Cre
ativ
ity is
a re
ally
impo
rtant
par
t of a
teac
her’s
repe
rtoire
to c
ome
up w
ith n
ew a
nd e
ngag
ing
way
s to
teac
h an
d fo
r stu
dent
s to
lear
n. D
urin
g th
e da
y yo
u w
ill ha
ve th
e op
portu
nity
to tr
ail a
rang
e of
inno
vativ
e an
d in
tere
stin
g ac
tiviti
es a
nd th
en g
iven
the
chal
leng
e of
com
ing
up w
ith a
ne
w a
ctiv
ity th
at c
ould
be
used
in s
choo
ls.
Wee
k B
egin
ning
1/6
/20
2/6/
209.
00-1
2.00
STEM
clu
bs a
nd p
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Cor
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PGC
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2019
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Cor
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athf
inde
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SA, A
ll Sa
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76
Wee
k B
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22/
6/20
22/6
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Prof
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Professional Enrichment The Professional Enrichment weeks in the summer term provide an opportunity for further school based professional development. Further details about this are in the Trainees’ Handbook, and opportunities to discuss the content of your Professional Enrichment week will arise during the Spring and early part of the Summer term. Some possible projects to consider might be:
Subject specialist resource work in schools Special School Transition work Sixth Form UCAS support
Generally, trainees will be encouraged by all partners (University and partnership schools) to see the summer term as an opportunity to extend their experience and develop their expertise. Trainees are reminded that high professional standards are required at all times (including matters to do with attendance and requesting absence). It is understood that trainees will need to attend interviews during the summer term. It is recognised that the valuable work that is already undertaken with trainees to assist in their writing of letters of application, improving their interview technique etc., should continue.
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Expected Learning Opportunities in SchoolTrainees should, over the course of their two school placements, have opportunities to:
1. Observe, plan, teach and assess at: KS3 KS4
and have Some experience at post-16 level. Experience teaching pupils across the full range of attainment.
2. Become familiar with, and use, a suitable range of approaches to teaching their subject. e.g. the use of student practical work, demonstrations, field-work, structured discussions, investigational and problem-solving approaches, active reading and text work.
3. Use a suitable range of resources, including ICT resources in their teaching and develop their own resources - e.g. including the use of interactive and presentation software, simulation software, data capture and data-logging hardware and software and peripherals, graphical representation and image processing and spreadsheet modelling.
4. Consider: KS2/3 assessment data for purposes of target setting teacher assessment in KS3, KS4 and post-16. Experience revision work at KS3 and KS4. Experience GCSE and A-level marking. Regularly mark and assess pupils’ work. Record pupils’ progress and achievement systematically
5. Work with other colleagues in the classroom (teaching assistants, support staff, etc) and plan for the following as appropriate.
pupils with SEND. pupils of high ability. Developing an understanding of Pupil Premium work. Working with pupils with EAL (where possible) or adapt plans to meet the
needs of such pupils with guidance where appropriate. Creating classroom or wall displays.
6. Become involved in wider school life by Working as a form tutor; Participating in departmental meetings, and school training days if
appropriate; Experiencing, and possibly contributing to the delivery of PSHE and
citizenship; Communicating with parents and carers, including attendance at
parents’/carers’ meetings and involvement in report writing; Joining in extra-curricular activities such as clubs, activities and/or trips.
School PlacementsRemember that your performance will be assessed against the Teachers’ Standards for the award of QTS.
During the course of the year you will be completing your Standards Profile and it is crucial during your placements that you do this regularly, cross-referencing to your Teaching Files to provide evidence of your progress. (You will be given further information and guidance about collecting evidence towards meeting the Teacher’s Standards in the University-based sessions.)
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Please consider the following during both school placements:
1) Observation
You should ideally observe a number of different teachers and as wide a range of classes (year groups and abilities) as the timetable permits, including years 12 and 13 where possible.
Take particular note of:
Strategies used by teachers -
e.g. start and finish of lessons, activities undertaken, frequency of change of activity, dealing with interruptions. Focus in on the range of approaches teachers use to support positive behaviour: voice, presence, range of activities, lesson planning, engagement with school policies etc. Focus in on how teachers plan for and assess pupil progress.
Pupil activity –
e.g. how do they arrive in the room, where do they sit, how do they speak to the teacher and to each other, how do they respond to questions, what is their concentration span.
Resources –
e.g. quality and condition of text books, exercise books, worksheets, availability of paper, pens, pencils, calculators; use of /whiteboard, ICT; departmental schemes of work; exam specifications, past papers, does the department share resources?
2) Discussion You will have weekly meetings with your subject mentor to receive feedback and discuss targets. Try to find time in your day for discussions of lessons or aspects of lessons you have observed. You also need to discuss the resources available to you, for example how to duplicate worksheets, the availability of ICT software and hardware.
In class find time to talk to pupils and help them with their work, this enables the teacher and pupils to see you as part of the class situation and part of the school.
3) Teaching
You will teach a minimum of 12 solo lessons during the first block placement in the Autumn Term. You will contribute to many lessons e.g. starters, plenaries, group work etc. during the Autumn Term Block 1. You will build up to a 50% teaching timetable in School Placement 1, Block 2.
Refer to the Trainee Handbook for more information linked to placements.
Use your non-contact time as productively as possible. Suggestions:
practising using whiteboard/projectors in an empty classroom/other ICT resources available in the school
investigating stock cupboards helping staff with administrative tasks planning for assignments planning lessons evaluating progress observing how staff mark and record pupils’ work.
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Teaching Files Your Teaching Files for both school placements should contain:
General information about the placement school and the department. This should include important school policies such as Safeguarding, Health and Safety and Rewards and Sanctions. You should be familiar with school policy on important issues such as equal opportunities, assessment and special needs although you should keep bulky documentation on this separately.
You should keep the following in the file for every class/group taught
an outline Scheme of Work for the unit of work to be taught group lists pupil data notes on the previous work undertaken by the group in the subject area assessments made records of pupils’ attendance/punctuality an individual lesson plan for every lesson taught in chronological order evaluations of lessons taught copies of resources used examples of work you have marked and assessed examples of pupils’ work (anonymised)
As part of the Post-16 Enhancement aspect of the course your files (when in an 11-18 school) need to contain clear evidence of your experience and understanding of teaching post-16 classes. Because of the pressures on post-16 teaching as a result of changes to AS/A2 levels you and your mentor may adopt a collaborative approach. This may involve you and the class teacher working together, with different aspects of the planning and teaching of the lesson being undertaken by you, under supervision of the teacher. Joint marking of students’ work in these circumstances gives you the opportunity to develop your understanding of marking and assessment.
Your teaching files are essential to mentors in that they contain evidence to demonstrate that you have met the Teachers’ Standards. For example, it is sometimes the case that your files will show that you have planned in great detail. The plan may reveal a much greater level of expertise in the subject than can be demonstrated in a single lesson. You may also show in your evaluations self-awareness and understanding of issues of classroom management which will indicate to the mentor that real development is taking place in these areas. For these reasons the files will be helpful in weekly discussions when you and your mentor discuss targets and when it comes to filling in the Review at the end of each phase of block school experience.
It is essential that teaching files are available when your tutor visits you. This visit will only be a ‘snapshot’ of the placement in the school. Files give your tutor an overview of the context of the lesson seen and of other aspects of your professional development. It will not be possible for your tutor to assess the school experience in depth unless the files are available.
In some cases extracts from the files could be cross-referenced to your Standards Profile as evidence related to specific Standards.
If you are one of the trainees visited at the end of the course, your files will be seen by the External/Chief External Examiner.
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ICT Evidence In your Teaching File you must show that you know how to use ICT to support your classroom teaching and wider professional role, including precautions taken regarding e-safety. Evidence could include:
Planning e.g. word-processed schemes of work, lesson plans and evaluations Resources e.g. word-processed worksheets, prezi, PowerPoints, Movie Maker
files etc. Use by Pupils e.g. evidence of your planning for pupils to use ICT in the classes
that you teach. This should be contained in your lesson plans and witnessed in your lesson observation forms and by examples of pupils’ work
Evaluation e.g. evaluation of your and other teacher’s use of ICT and the contribution that it made to the intended learning outcomes
Administration e.g. evidence of ICT to support your wider teaching role such as records of assessment, attendance etc in the form of a spreadsheet or table for the groups that you teach, letters to parents/carers or notices
Your own Teaching e.g. evidence of your use of ICT in your teaching such as the use of interactive and presentation software, simulation software, data capture and data-logging hardware and software and peripherals, graphical representation and image processing and spreadsheet modelling.
The evidence you gather of how you have used ICT should link to your ICT audit of skills completed at the start of the course and your ICT action plan which should be reviewed and updated regularly throughout the duration of the course.
Assessment File, ICT and Subject Development Documents To monitor your progress, you are asked to keep an assessment file. Your assessment file should contain the following labelled sections:
Subject knowledge audit and action plan KS3 KS4 and post -16
Audit your subject knowledge against the National Curriculum. Develop your subject and pedagogical knowledge linked to the NC, GCSEs and an A Level option related to your subject specialism.
Record of ICT experience and ICT Audit/Action Plan
In this section you will record evidence of the work you have done in relation to the use of ICT to enhance science learning in schools. This can be cross referenced to your teaching files. Make reference to E-safety.
A Level Experiences/Post 16 Experiences - Post 16 Enhancement Evidence
Place a sample of your A level work – lesson plans, sample student work, and other A level related work you undertake.
Also include other experiences you have engaged with that demonstrate your developing knowledge, understanding and skills linked to working Post-16 (e.g. IB work, events, Careers etc).
Record of school-based tutorials – Form Pi, ii, iii
In this section, you should note briefly the areas covered in school-based discussions and tutorials (Whole School Issues and subject) during Autumn Term and summer sessions.
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Copies of weekly lesson observation reports on your teaching (Form M)
During your block placements in schools your teaching will be observed many times. The feedback that you get from teachers, your subject mentor, the school’s professional tutor and your University tutor is crucial in helping you to develop your skills and knowledge as a teacher. Some of this feedback will be informal but in each week of your teaching practice you should receive a written report of your teaching – usually produced on the standard lesson observation sheet, a copy of which can be found in PGCE Trainee Forms section of the website.
A copy of your weekly reports should be placed in chronological order in this section of your assessment file. These reports must be kept up to date as the information will be required by the school’s professional tutor, your university tutor and (in some cases) by the course external examiner.
Documentation from your University Tutor’s visits
Copies of all documentation arising from your two University Tutor visits. Ensure all copies are signed.
Records of weekly tutorials during school placements
In each week of your block placements you will have a tutorial/discussion with your subject mentor. In your Assessment File keep a chronological record of the principal points raised and discussed at these meetings and bullet point the action points and targets that arise from these discussions. Please make sure that you keep this information up to date. It forms a vital record that will be needed to inform your own evaluations of your progress and professional development and will be seen by school and university staff.
Assignment feedback forms
Keep your assignment feedback forms in your assessment file as they are returned to you. Remember that the assignments will be retained by us until the end of the course, when they will be available to you for collection.
Teaching placement reviews
Copies of your placement reviews should be kept in this section.
Green self-assessment grid
Code of Conduct
Academic Integrity Certificate
Safeguarding Certificate
School Attendance Logs
Professional Enrichment
Keep a copy of your Professional Enrichment form in your assessment file.
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Standards ProfileYou will keep an electronic version of the Standards Profile in Pebblepad.
This profile sets out the Teacher’s Standards which you must reach in order to be recommended for PGCE/QTS. The intention is that you will use the profile formatively throughout the course to monitor your progress by entering evidence and/or comments. Evidence can be obtained from all aspects of the course including: school-based observation, training sessions and teaching; Professional Enrichment work; university-based subject and Whole School Issues sessions; written assignments; background reading.
You and your mentor may choose to use the profile as a basis for your weekly discussions, and your mentor may also use it to give you advice on completing your personal targets and action plans.
You should complete the profile on a regular basis and your tutor and mentor will check your progress at regular intervals. From your profile it should be possible to identify any gaps in your progress towards meeting the Teacher’s Standards and make plans accordingly.
It is important that the Standards Profile does not merely record exposure to particular aspects of the Teachers’ Standards; you need to show how the quality of your work is evidence that you are on the way to or have reached the required standards. For this reason any judgements made about your work e.g. on lesson observation forms or in assignment feedback should be referenced in this document, as well as your own self-evaluations. Evidence cited in your Standards Profile should be dated where possible. The same evidence may be used for different Standards, however it should be carefully tailored to each particular Standard rather than simply copied and pasted into several pages.
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Pedagogic Subject (PSK)The PSK sessions each provide an overview of important areas of science, where a secure grasp of the fundamental concepts and a knowledge of pupils’ learning difficulties is particularly important for your teaching. PSK sessions will review a series of science topics, looking at pupils’ learning difficulties with the ideas these involve and at how they might be overcome. Suggestions will be provided for teaching resources and approaches that are particularly useful. These sessions may also alert you to topic areas where your own knowledge and understanding is not as sound as you might wish! Suggestions for follow-up reading and other activities will be provided.
Two general chapters on pupil learning in science provide some background for these sessions:
Scaife, J. Learning in science. In Wellington, J. and Ireson, G. ,(2012) Science learning, science teaching (3rd Ed) (pp. 61-119). London: Routledge.
Driver, R. (1994). The fallacy of induction in science teaching. In R. Levinson (Ed.), Teaching Science. Chapter 3. London: Routledge.
Teaching and learning key biology ideas
Two books which you will find particularly helpful in thinking about how to teach key ideas are:
Reiss, M. (Ed.). (2011). Teaching Secondary Biology. London: Hodder Education. Winterbottom, M. (2000). Teaching Biology to KS4. (non-specialist handbook)
London: Hodder & Stoughton.Teaching and learning key chemistry ideas
Two books which you will find particularly helpful in thinking about how to teach key ideas are:
● Taber, K. (Ed.). (2012). Teaching Secondary Chemistry. London: Hodder Education.● Wilson, E. (2000). Teaching Chemistry to KS4. (non-specialist handbook) London:
Hodder & Stoughton.
Teaching and learning key physics ideas
Two books which you will find particularly helpful in thinking about how to teach key ideas are:
● Sang, D. (Ed.). (2011). Teaching Secondary Physics. London: Hodder Education. ● Jerram, A. (2000). Teaching Physics to KS4. (non-specialist handbook) London:
Hodder & Stoughton.
Teaching outside your subject specialism
Trainees from any subject may find all the above books helpful in thinking about how to teach key ideas
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Facilities and Resources for Science TraineesCourse sessions are normally held in the Science Education Area which is located on the Ground Floor in Alcuin College D Block. The area houses a laboratory, seminar/study area, computing equipment and a collection of teaching resources.
The science education laboratory contains a representative selection of school science teaching apparatus and materials. Please note eating and drinking is not allowed in the laboratory. Use of mobile phones in the laboratory and communal entry are not allowed.
A selection of curriculum materials, text books and publications relating to science education is available. There is also a collection of computer software. Apparatus available includes computers, an interactive whiteboard, digital cameras and video cameras. Reasonable amounts of photocopying to support trainee contributions to university-based sessions may be carried out for a fee.
The Science Education Area
The Science Education Area is open on Monday to Friday from 8.45 am - 5.00 pm, when you are welcome to use the facilities.
If you would like to use the laboratory or resource room outside of session please contact you CA Leads.
Enhancing your own science knowledge
After completing your subject knowledge audit at the start of the course and formulating your action plan, one useful resource is the Bitesize Science series, produced by the BBC and available from BBC website. These are intended for GCSE revision in Biology, Chemistry and Physics respectively. Each is sub-divided into separate sections which can be viewed independently.
You will also find several examples of KS3, GCSE and GCE Revision Guides in the Resources Room, which will be useful and textbooks for improving your subject knowledge. Your university tutor will be pleased to advise you on materials and resources that you may find useful to address other, more specific aspects of subject knowledge that you have identified as in need of further work.
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Reading ListA great deal is published about science education, both in journals and in books. This should be used to support your developing understanding and knowledge about science education and some of the relevant issues. The assignment tasks require you to show evidence of critical engagement with the literature. You will find the reading list below a useful starting point for your study.
Recommended course books
Black, P. and Harrison, C. (1990) Science Inside the Black Box. London: GL Assessment
Darlington, H. and Bell, J.W. (2010) Biology Ideas and Experiments. Hatfield: Association of Science Education
Driver, R., Squires, A., Rushworth, P. and Wood Robinson, V. (2015) Making Sense of Secondary Science; Research into Children’s Ideas. London: Routledge.
Hollins, M (Ed) (2011) ASE Guide to Secondary Science Education. Hatfield: Association of Science Education
Jerram, A. (2000) Teaching Physics to KS4 (Non Specialist Handbook.) London: Hodder Murray Millar, R., Leach, J., Osborne, J., and Ratcliffe, M. (2006). Improving subject teaching: lessons from research in science education. London: Routledge.
Oversby, J. (Ed) (2012) ASE Guide to Research in Science Education. Hatfield: Association of Science Education
Reiss, M.(Ed) (2011) Teaching Secondary Biology. London: Hodder Education
Sherrington, T. (2014) Teach now! The joy of teaching science London: David Fulton
Williams, J.D. (2011) How Science Works: Teaching and Learning in the Science Classroom. London: Continuum
Wilson, E. (2000) Teaching Chemistry to KS4 (Non-specialist Handbook). London: Hodder Murray
Periodicals and Journals
American Biology Teacher; Education in Science; International Journal of Science Education ; Journal of Biological Education; Journal of Research in Science Teaching; Physics Education; School Science Review; Science Education; The Science Teacher; CERP-/Chemistry Education Research and Practice http://pubs.rsc.org/en/journals/journalissues/rp#
Some useful web sites
Association for Science Education: www.ase.org.uk
Royal Society of Biology: www.rsb.org.uk
Royal Society of Chemistry: http://www.rsc.org/resources-tools/education-resources/
Institute of Physics: http://www.iop.org/education/
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Disclaimer'Whilst the University tries to ensure that information contained in this document is accurate when published, the University does not accept liability for any inaccuracies contained within it. Where circumstances occur or change outside the reasonable control of the University, the University reserves the right to change or cancel parts of, or entire, programmes of study or services at any time without liability, before or after students have registered at the University. Circumstances outside the University’s reasonable control include: industrial action, over or under- demand from students, staff illness, lack of funding, severe weather, fire, civil disorder, political unrest, government restrictions and concern regarding risk of transmission of serious illness. The University’s contract with its students does not confer third party benefits under the Contract (Rights of Third Parties) Act 1999.