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School of Education Inspiring learners, enriching communities

PGCE & School Direct

Physical Education Subject Handbook

2017/2018

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Introduction

Welcome to the University of Brighton and the PGCE Secondary Physical Education route. This subject booklet will help you to understand the subject-specific aspects of your course.

Contents

1. Staff Names and Contact Details 3

2. The Physical Education Subject Specialism 5

3. Programme 9

4. Mapping Subject Sessions Against the Teachers’ Standards 20

5. Modules and Assessment Tasks 21

6. Assignment Submission Dates 26

Please note: This handbook has been produced as early as possible in the interests of trainees and tutors. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the on-going process of programme development. We always welcome any feedback from trainees on using the handbook.

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1. Staff Names and Contact Details

Throughout the Professional Year you will work with the following key individuals in roles designed to support your progress: Route leaders / subject tutors: In university-based study your primary point of contact will be your route leaders and subject tutors. As well as leading the programme of university-based sessions they will also form part of the team that visits you during school-based training. Subject Route Leader Physical Education:

Dr Gary Stidder

Location: Room G12, Hillbrow, School of Sport and Service Management

Direct Line: 01273 643778 Mobile: 07940 158291 Email: G.Stidder@brighton.ac.uk

Biography Gary graduated from Brunel University in 1986 with a BEd (Honours) Degree with Qualified Teacher Status in Physical Education and English. Gary is a former secondary school physical education teacher and was awarded a Fulbright Scholarship to the USA during 1990-1991. Gary completed his Master’s Degree in Education in 1998 and went on to complete his PhD in 2008 both at the University of Brighton. Gary is co-editor (with Sid Hayes) of ‘The Really Useful Physical Education Book: Learning and Teaching Across the 7–14 Age Range’ (2010) and the first and second editions of ‘Equity and Inclusion in Physical Education and Sport’ (2003; 2012) published by Routledge. Gary holds the University award for teaching excellence, and is the co-founder and Deputy Director of the University of Brighton’s pioneering ‘Football 4 Peace International Project’ in Israel, Palestine, Jordan, Northern Ireland, The Republic of Ireland, South Korea, South Africa and The Gambia (www.football4peace.eu) which has been operating since 2001. In July 2008 Gary was presented with a national award from the Association for Physical Education (AfPE) for his contribution to research and scholarship in the field of Physical Education. In 2013 Gary was awarded the University of Brighton’s award for Staff Excellence in Community Engagement in recognition of his contribution to widening participation and social engagement. Gary’s single authored publication ‘Becoming a Physical Education Teacher’ was published in 2015 by Routledge. In 2016 Gary co-edited (With Sid Hayes) ‘The Really Useful Physical Education Book; Teaching and Learning Across the 11 – 16 Age Range’. In 2017 Gary was appointed as a Senior Research Associate at the University of Johannesburg for his contribution to the development of the National Curriculum for Physical Education in South Africa.

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Selected publications: Stidder G (2017) Evaluating the ‘A’ List in Physical Education Initial Teacher Training, Physical Education Matters, (12); 3, pp 50 - 56

Stidder G and Hayes S (Eds) (2016) ‘The Really Useful Physical Education Book: Learning and Teaching across the 11–16 Age Range’, London, Routledge Stidder G (2015) ‘Becoming a Physical Education Teacher’, London, Routledge Stidder G and Hayes S (Eds) (2012), ‘Equity and Inclusion in Physical Education and Sport’, London, Routledge Stidder G (2012) ‘Training to teach physical education in an opposite-sex secondary school: A qualitative analysis of trainee teachers’ experiences’, European Physical Education Review Stidder G (2012) ‘Training to Teach Physical Education in a Grammar School for Boys: Female Narratives and Mentor perspectives’, Sport, Education and Society

Stidder G (2012) ‘Preparing trainee teachers of physical education to teach outdoor and adventurous and activities in schools, Physical Education Matters (formerly the British Journal of Teaching Physical Education), Summer, (7), 2: 46 - 50

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2. Subject Specialism Physical Education Rationale

PHYSICAL EDUCATION: DEFINITION OF KEY TERMS

Physical Education is a mandated curriculum subject in the United Kingdom’s four home nations. In England, it forms part of the National Curriculum at all four key stages and legislation in Scotland has made compulsory a minimum of two hours of curriculum time each week.

Physical Education – enables children from early years to leaving secondary school to develop the skills, knowledge, attitudes and a disposition to pursue a lifelong enjoyment of, and involvement in, physical activity, sports and movement.

Physical Education should be, as the name suggests, education in, about, and through the physical.

• Education in movement, physical activity and sport to ensure that children maximise their potential.

• Education about movement, physical activity and sport to develop scientific, social and cultural knowledge and understanding.

• Education through movement, physical activity and sport to nurture enjoyment, confidence, social skills, wellbeing, values and attitudes to serve each individual and society.

The purpose of Physical Education is therefore to promote the development of a lifespan involvement in movement, physical activity and sport. This requires a differentiated approach for the vast array of outcomes sought by individuals at different stages in their lives.

Physical Activity – refers to any bodily activity brought about by the skeletal muscles that require energy, ranging from walking to vacuuming, gardening to playing sport. There is much research to demonstrate that reducing sedentary time and increasing physical activity has significant health benefits for children and adults alike.

Exercise – often used interchangeably with physical activity, exercise is actually a sub-component of physical activity and represents pre-planned, organised movement designed to improve one of the aspects of fitness. These include strength, aerobic endurance, flexibility, muscular endurance and power.

Physical Literacy – a child is physically literate if they have developed, or are developing, the motivation, confidence, physical competence, knowledge and

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understanding to value and take responsibility for engagement in physical activity throughout their lifespan.

Movement – in a similar way to physical activity, refers to the act of moving the skeletal muscles and as such requires the expenditure of energy. In a Physical Education context, movement is more often associated with dance, highlighting the aesthetic quality of movement as opposed to encompassing all types of movement which should be most correctly referred to as physical activity.

Sport – is most often used to refer to competitive games or physical activities. Typically in this context, sports are governed by an agreed set of rules and require their participants to learn and exhibit physical athleticism and skill. Sports can be played by individuals, pairs or teams and require physical exertion. Sports form a core part of the Physical Education curriculum and often, the context for physical activity.

School Sport – involves the provision of learning opportunities for children in structured activities outside of the Physical Education curriculum, but within a school setting. School sport can involve activities such as team games and school matches, but it is also broader and involves a variety of physical activity beyond the curriculum.

World Health Organisation (direct quotation):

Children and adolescents aged 5-17 years

• Should do at least 60 minutes of moderate to vigorous-intensity physical activity

• Physical activity of amounts greater than 60 minutes daily will provide additional health benefits

• Should include activities that strengthen muscle and bone, at least 3 times a week.

• Adults aged 18 – 64 years • Should do at least 150 minutes of moderate-intensity physical activity

throughout the week or do at least 75 minutes of vigorous-intensity physical activity throughout the week, or an equivalent combination of moderate-vigorous-intensity activity

• For additional health benefits, adults should increase their moderate-intensity physical activity to 300 minutes per week, or equivalent

• Muscle-strengthening activities should be done involving major muscle groups on 2 or more days a week.

Adults aged 65 years and above

• Should do at least 150 minutes of moderate-intensity physical activity throughout the week, or at least 75 minutes of vigorous-intensity physical

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activity throughout the week, or an equivalent combination of moderate and vigorous-intensity activity

• For additional health benefits they should increase moderate-intensity physical activity to 300 minutes per week, or equivalent

• Those with poor mobility should perform physical activity to enhance balance and prevent falls, 3 or more days per week

• Muscle-strengthening activities should be done involving major muscle-groups 2 or more days a week.

The intensity of different forms of physical activity varies between people. In order to be beneficial for cardio-respiratory health, all activity should be performed in bouts of at least 10 minutes duration.

AfPE Membership Subscriptions: This category of membership is open to all Trainees/Students who are studying with a view to gaining qualifications in Physical Education, Sport or Dance. The annual subscription fee for Trainee/Student membership is £45.00. ***Special Offer*** If you join up as a Trainee/Student member now you'll benefit from three months membership free (15 months of membership for the price of just 12). Membership hotline; 01905 855584 Personnel engaged in a programme of study in Higher Education leading to an initial qualification in physical education, sports science of a related discipline or personnel engaged in initial teacher training e.g. Trainee/student primary; Trainee/student secondary; Other.

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3. Programme INDUCTION PROGRAMME 2017- 2018

Week 1 Date and

Time Title Staff Venue

Mon 4th Sept

9:00 – 10.30

10.45 – 12.00

1.00 – 3.00

3.00 – 5.00

Course Administration

Introduction to the course:

Physical Education versus School Sport

Non-Contact ‘Box’

Kinball

Gary Stidder

Gary Stidder

Adam Haniver

Jon Binney

H129

H129

Sports Hall

Sports Hall

Tues 5th Sept

9:00 – 10:00

10.30 – 11.00

11.00– 12.00

1.00 – 2.00

3.00 – 5.00

Medical Talk and tours

NASUWT

Introduction to PGCE meet each other and the team

Enrolment

Welcome to the PGCE year

Jacqui Marchbank

Gary Stidder/Lucy Pocknell

Tom Newlands Sheridan Denis Le Seve

Trevin Towers

Sports Hal

Trevin Towers

H129

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Wed 6th Sept

9.00 – 11:00

11.00– 1.00

2.00 – 3.30

3.30 – 5.00

Introduction to the Teachers’ Standards

Street Surfing

Using databases, Student central and intro to using EndNote (School Direct PE & Dance)

Using databases, Student central and intro to using EndNote (PGCE PE students)

Lucy Pocknell and Debra Barrett

Jon Binney

H129

Sports Hall

Queenwood Library

Thurs 7th Sept

9.30 – 11.00

11.30 – 1.00

2.00 – 5.00

5.00

Professionalism in Practice

Special educational Needs and Disability in Physical Education

Disability Games

Planning for Inclusive sports festival

Gary Stidder

Gary Stidder

Jon Binney

Group work

H129

H129

Sports Hall

H129

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Fri 8th Sept

9.30 – 12.00

1.00 – 3.00

3.30 – 5.00

Introduction to Alternative Physical Education (Curriculum Planning Task)

EX670 Briefing

Pebble pad: making it work for you : the PE & Dance context

Gary Stidder

Group Task

Gary Stidder

Cameron Finlay

H129

H129

H129

Week 2

Mon 11th Sept

9.00 – 12.30

1.00 – 5.00

Wheelchair Basketball

Lesson planning (Part 1)

Lesson planning (Part 2)

Albion in the Community

Fiona Smith & Lucy Pocknell

Sports hall

H129

Tue 12th Sept

9.00 – 3.00

3.30 – 5.00

Inclusive sports festival De-briefing

Gary Stidder

Sports Hall, Gaudick Gym (12 – 3)

College Gym

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Wed 13th Sept

9.00-11.00

11.00 – 12.30

1.00 – 3.00

3.00- 5.00

Creating a positive learning environment

Introduction to aesethic activities (Gymnastics)

Pebble pad training (PGCE PE & Dance)

Pebble Pad Targets and Actions (PGCE PE and Dance)

Simon Green

Kevin Morton

Rick Grahame

Lucy Pocknell & Fiona Smith

H129

College Gym

Aldro

Aldro

Thurs 14th Sept

10.00 – 3.00

PE and Dance Mentors conference (Meet your Mentor)

H129, G14, G41

Fri 15th Sept

9:00 – 10:30

11.00 – 12.30

1.00 – 3.00

3.00 – 4.00

Health and Well-Being

Healthy, active lifestyles

First placement briefing – A survival guide to teaching practice

Claiming travel for placement

Gill Teideman

Jim Wallis

Ben Gould

Julie Burkill

H129

H129

H129

H129

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Week 3

Mon 18st Sept

9.30 – 10.00

10.00 – 11.00

11.00 – 12.30

1.30 – 2.30

2.30 – 4.00

F4P Philosophy, aims and values

R4P Practical application 1

Values-Based PE

R4P Practical application 2

R4P Practical application 3

Graham Spacey & F4P Team

H129

STP

H129

STP

Tue 19th Sept

9.00 – 11.00

11.00 – 1.00

3.00 – 5.00

EAL

Alternative Games -

Rockitball and Tchoukball

Introduction to Artistic activities (Dance)

Warren Smart

Jon Binney

Fiona Smith

H129

Sports Hall

JF Hall

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Wed 20th Sept

9 .00 – 12.00

1.00 – 3.00

Memory

Placement Briefing

Jonathan Hancock

Debra Barrett

Westlain House 100

H129

Thurs 21st Sept

9.00 – 12.00

3.00 – 5.00

Behaviour Management

Introduction to aquatic activities (Swimming)

Paul Woodward

Jon Binney

Westlain House 100

Pool

Fri 22nd Sept

10 – 3.00

Tomorrow’s teachers

PGCE/School Direct Student Rep training

Richard Wallis

H129

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PGCE Physical Education / PGCE Dance Education Studies Programme 2017 / 2018

Date / Venue / Time Session Tutor

Wednesday 6th September 2017

9 – 11

Room: H129

Introduction to the Teachers Standards

Making them work for you on placement

Lucy Pocknell & Deb Barrett

Wednesday 12th September 2017

9-11

Room: H129

Creating a Positive Teaching and Learning Environment

Simon Green

Tuesday 19th September 2016

9-11

Room: H129

Teaching pupils with English as an additional language

Warren Smart

Friday 22nd September 2017

10am-3pm

H129

Tomorrows Teacher’s Richard Wallis

Placement 1 (School M-W / University T–F – 5/10/17 -10/11/17)

Thursday 5th October 2017

11-1

Room: H113

Learning Theories; How Children Learn and How should we teach them?

Gilly Teideman

Thursday 12th October 2017

11-1

The Changing Landscape of Education

Gilly Teideman

(PGCE and QTS

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Room: H113 students)

Friday 13th Oct 2017

9-11

Room:

Friday 13th October 2017

3-5

ROOM: H122

NUT: Teacher’s legal responsibilities and liabilities and Safeguarding Training

Behaviour for Learning:

NUT

Sam Davidson, Principle at Carter Community College

Thursday 19th October

11-1

Room:H113

Closing the Gap: supporting pupil progress

Dr Brian Marsh

Friday 20th October 2017

9-11

Room: H113

Assessment ‘of’ and ‘for’ Learning Gilly Teideman

Thursday 26h October 2017

11-1

Room: H113

Study Skills and preparing for M asters level writing

Dr. Alex Channon

Thursday 2nd November 2017

11-1

Room: H113

Becoming a Reflective Practitioner Dr. Gary Stidder

Thursday 9th November 2017

11-1

Room: H113

ET770 Guidance – Part One Dr. Gary Stidder

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Block Placement 1 (13/11/17 - 29/1/18)

M Level Writing (part 2) Dr. Gary Stidder

Assessment ‘of’ and ‘for’ Learning (Theory into practice).

Gilly Teideman

The Wider Curriculum: PSHE Gilly Teideman

Securing your first Teaching Post

Peter Midwinter

Block Placement 2

• First school placement begins on Monday September 25th 2017 for 5 days (Monday – Friday)

• First school placement on Mondays, Tuesdays and Wednesdays from Monday 2nd October. Students must attend University every Thursday and Friday from Thursday October 5th up until Friday November 10th.

• First school placement is 5 days a week from Monday November 13th until Friday January 19th (School Direct) and January 26th (PGCE) 2018

PGCE PE and School Direct PE

2017 – 2018 SCHEDULE AT A GLANCE

4th September Full week at university

11th September Full week at university

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18th September Full week in university

14th September: PM - Mentor conference day. A chance to meet your mentor)

25th September Initial serial placement begins in placement school 1 - Full week’s observation in placement school 1

From October 5th Mon – Wed in school, Thurs and Fri in university

13th November Block Placement begins in placement school 1. – Full time in school. Pattern continues throughout December and January ends Friday 26th January 2018

School Direct Complete Placement 1 on Friday January 19th and begin complimentary placement 2 on Monday January 22nd until Friday March 23rd. Return to Host School placement 3 on Monday April 16th 2018 and complete May 25th 2018

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2nd January PGCE and School Direct Mid-Placement conference at Falmer campus

19th January School Direct placement 1 ends

22nd January School Direct placement 2 begins

26th January PGCE PE placement 1 ends

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29th January PGCE and School Direct Full week at university

5th February PGCE and School Direct Full week at university

12th February Half Term

19th February PGCE Final Placement begins, full time in placement school 2

23rd March School Direct placement 2 ends

16th April School Direct placement 3 begins

23rd April PGCE and School Direct Mid-placement conference at Falmer Campus

25th May PGCE placement 2 and School Direct placement 3 ends

28th May PGCE and School Direct Full week at university

4th June PGCE and School Direct Full week at university

11th June PGCE and School Direct Independent study

PGCE and School Direct PE Course finishes Friday 15th June 2018 although written confirmation of success will not be given until after the PGCE Examination Board in July

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4. Mapping Subject Sessions Against the Teachers’ Standards

This chart shows the principal standards that are addressed in each subject session:

Subject Sessions TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8

You may find this one page overview of the Teachers’ Standards helpful in understanding the above:

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

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5. Modules and Assessment Tasks

EX670 Subject Education (20 credit points)

The aim of the module is to ensure that you develop your subject teaching competences to be prepared to deliver your specialist subject. In this module you will become familiar with historical, philosophical and pedagogical rationales of specialist subject in the curriculum, in order to engage actively in professional debates within Physical Education. Learning Outcomes LO1 Demonstrate a creative approach to the development of effectively planned lessons that are appropriately resourced and inclusive. LO2 Show a constructively critical approach to the development and evaluation of lessons. LO3 Demonstrate a secure and up-to-date knowledge and understanding of the nature and purpose of Physical Education in the curriculum. LO4 Show a critical engagement with relevant research, theory, policy Details of assessment Task 1: (Weighting 50%) 2000 words equivalence – LO1 and LO2 Research, plan, prepare for, teach and evaluate a teaching session using the university subject lesson plan pro forma. Task 2: (Weighting 50%) 2000 words – LO3 and LO4 Write a 2000 word rationale to justify the place of Physical Education in the curriculum.

Submission date Task 1: Tuesday 2nd January 2018

Task 2: Friday 27th October 2017

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EX771 Subject Study (20 credit points) This module is designed to ensure that you develop and strengthen your specialist subject knowledge and understanding and its application to teaching and learning. Learning Outcomes LO1 Develop critical responses to theoretical discourses and practices within the field Of Physical Education LO2 Demonstrate a creative, critical and reflective response to innovative approaches in teaching and learning. LO3 Demonstrate deep and systematic understanding of Physical Education subject content knowledge and / or subject pedagogical content knowledge. LO4 Demonstrate a deep and systematic understanding of the Religious Studies curriculum, relevant initiatives and assessment frameworks. Details of assessment Task (100%): An outcome comprising two components: Subject Study The design and production of a teaching resource which exemplifies good contemporary practice in an area of the subject; A negotiated submission demonstrating breadth and depth of understanding of issues/debates in the subject. The word equivalent for both tasks combined will be 4000 words. Task One: A rationale for the use of a teaching resource to support teaching and learning for a selected target group at Key stage 4 Task Two: Design and produce a teaching resource to support teaching and learning for the selected target group Submission date Friday February 23rd 2018

EV670 Education Studies (20 credit points)

The aim of the module is to support the development of your pedagogy and professionalism as a secondary education specialist. The module will develop professional attributes, knowledge and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice.

Learning Outcomes

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LO1 Participate in the broader professional discourse concerning the values, aims, policies, strategies and structures of education. LO2 Critically reflect upon a range of strategies for meeting the needs of the individual learner. LO3 Critically engage with reading and research on issues in education. LO4 Demonstrate an understanding of the connections between theory, policy and practice. Details of assessment: 3000 word essay What role does assessment play in the teaching and learning of Physical Education? Submission date Friday 13th April 2018

ET570 Secondary School-Based Training 1 (20 credit points)

This module aims to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Standards for teachers. It will enable you to reflect upon and evaluate experiences, identify professional strengths and needs, and set targets for improvement. Learning Outcomes LO1 Communicate effectively with young people, colleagues, parents and carers, recognising the contribution all of these groups of people make, to effective pupil learning. LO2 Plan and teach lessons and sequences of lessons which reflect high expectations of pupils and cater for diversity, equality and inclusion. LO3 Plan and teach lessons and sequences of lessons which reflect a secure knowledge and understanding of their subject, within the boundaries of appropriate statutory and non-statutory curricular frameworks. LO4 Plan and teach lessons and sequences of lessons which reflect innovative approaches to engage and challenge pupils, with opportunities for pupils to develop literacy and numeracy and ICT skills. LO5 Demonstrate and deploy effective behaviour management strategies enabling pupils to learn in a purposeful, safe environment. LO6 Demonstrate the capacity to contribute to teaching teams, work collaboratively with members of staff and specialist teachers and plan for the deployment of additional adults. LO7 Show how to assess, monitor and record pupils’ progress using a range of assessment strategies, including constructive feedback and support and guidance for pupils.

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LO8 Reflect on and improve practice by acting on advice and evaluating the impact of their teaching on pupil learning. LO9 Demonstrate a knowledge of the professional duties of teachers including the well-being of young children both inside the classroom and in out-of-school learning contexts. Details of assessment The outcome of the school-based training period is determined on a pass / fail basis. University advisers and school mentors use the university assessment schedule to make judgments about students’ achievement. These judgments are based on observations of your teaching and the scrutiny of the professional files* and are linked explicitly to the current Teachers’ Standards. Professional files include the e-Portfolio (PebblePad) and all trainee files showing planning, evaluations, resources, etc. The successful completion of the 'Tasks and Expectations of the School-based Training Period’ as outlined in the School-based Training section of this Handbook, are included in this assessment task.

ET770 Professional Studies [including the PGCE final school-based training period]

(40 credit points) This module aims to provide opportunities for you to gain specific experiences in order to develop and demonstrate that you have met the current Standards for teachers. This module will provide you with the skills, knowledge and understanding necessary for the role of the reflective and critical teacher. Practice will be considered in relation to education theory and policy frameworks. Learning Outcomes LO1 Provide evidence of achievement of the current standards for teachers for Qualified Teacher Status (QTS). LO2 Critically reflect on professional learning and future professional development targets. LO3 Critically engage with relevant scholarship. LO4 Show a deep and systematic understanding of relevant frameworks. LO5 Critically reflect upon professional practice. LO6 Demonstrate an informed and critical understanding of the relationship between theory, policy and practice. Details of assessment

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Task 1: Final School-based Training Period (LO1) School mentors, supported by university tutors, use the University’s grading descriptors to make judgements about your achievements in the context of the final school-based training period. Judgements are linked specifically to the current Standards for teachers and are based on observations of teaching and scrutiny of your trainee file. The outcome of the school-based training period is determined on a Pass/Fail basis. Task 2: e-Portfolio Presentation (LO2) (Equivalent to 1500 words) You will deliver an individual presentation using your completed e-Portfolio (PebblePad) to critically reflect on your professional development. Task 3: Reflection and Review (LO3-LO6) A final reflective piece of 3000 words, which builds upon reflections and reviews undertaken throughout the year, will be submitted at the end of the course. Tasks 2 and 3 will be marked by the subject tutor on a Pass/Fail basis.

Submission date

Task 2: Decided on within subject routes – please enter here. Task 3: Wednesday 13th June 2018

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6. Assignment Submission Dates ALL trainee assignments must be submitted by 4.30pm on the due date. 2017 Date Module Description

Friday 27th October EX670 Task 2 Task 2: 2000 word rationale to justify the place of your specialist subject in the curriculum.

Friday 24th November

ET570 School-based Training 1 Interim Assessment Report (SB) Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (Pebble Pad).

Friday 8th December ET770 Task 3 M Level Essay: Submit outline proposal pro forma for essay via email to your subject tutor.

Tuesday 2nd January EX670 Task 1

Task 1: Research, plan, prepare for, teach and evaluate a teaching session using the university lesson plan proforma.

2018 Friday 19th January ET570 School-based Training 1 Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (Pebble Pad).

Friday 23rd February

ET770 Task 3

M Level Essay: Submit for interim formative assessment – 1500 word essay.

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Friday 23rd February

EX771 Subject Study

The design and production of a teaching resource which exemplifies good contemporary practice in an area of the subject; A negotiated submission demonstrating breadth and depth of understanding of issues/debates in the subject.

The word equivalent for both tasks combined will be 4000 words.

Task One: A rationale for the use of a teaching resource to support teaching and learning for a selected target group at Key stage 4

Task Two: Design and produce a teaching resource to support teaching and learning for the selected target group

Friday 30th March ET770 School-based Training 2 Interim Assessment Report (SB): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (Pebble Pad). Trainees following the School Direct (Tuition) route receive a school-based Training 2 Final Assessment Report (SC) at this stage.

Friday 13th April

EV670 Education Studies: 3000 word essay.

Friday 18th May ET770 Task 1 School-based Training 2 (core) and 3 (SDT) Final Assessment

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Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (Pebble Pad).

By Friday June 8th ET770 Task 2 E-Portfolio Presentation Wednesday 13th June

ET770 Task 3 M Level: 3000 word essay.