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PGCE Secondary Programme

Theory into Practice

EPGS719/EPGS619 Linking to EPGS615 - Professional Studies

2018-19

PIoE Theory into Practice 2018 - 19

Contents Page

Introduction 3

Weekly Programme 4

Assignments 7

Assessment Criteria 10

This document is available on the relevant module site. Trainees or staff who require copies of this or other programme documents in a different format or medium should contact the Programme Leader or Subject Pathway Leader.


Theory into Practice

The aims of the module are: to introduce you to general professional issues in education to introduce some of the fascination, complexity and need for personal beliefs in

teaching and learning to develop your understanding of education as an academic discipline

Sessions are designed to provide a framework for based on theory and research for you to combine with your reading, writing, and thinking on and in practice. You are expected to reflect actively upon current issues in education and relate them to teaching and to your own subject area.

Theory into Practice in EPGS719/EPGS619 and linking to EPGS615 focuses on issues that are pupil centred as well as organisational and structural. Taught sessions will include investigative and structured activities through presentations, seminars and group work. Observations and mentor sessions in schools will extend, enrich and contextualise your understanding of the issues covered, as well as give you real opportunities for reflection on practice.

A range of relevant reading is indicated on Moodle. Whilst this reading is not always explicitly used in sessions, it is implicit throughout and you should consult any appropriate resources available on the Moodle site prior to and after the weekly sessions.

Teaching Sessions for Theory into Practice The structure of the weekly sessions is designed to introduce you to relevant concepts and professional issues by supporting your engagement with up to date literature and research and providing you with opportunities to explore the application of ideas. Each week will cover different topics. The general structure is:

11.00 – 13.00 Theory into Practice Seminar.

14.00 - 16.00 Theory into Practice Seminar.

In seminars you will be introduced to different professional issues in interactive ways and the emphasis will be on developing critical reflection on theory and practice. The seminar groups are mixed in terms of subject and will be assigned a Group Tutor. Groups will circulate around different tutors for seminars.

Assessment

EPGS615 – see subject Moodle site for brief and criteriaEPGS719/EPGS619 – detailed later in this document


Weekly Programme

Below is an outline programme for the sessions this year. Further reading will be signposted through Moodle.

PU week

Date Weekly Content - Rooms

7 10/9/18 11.00-13.00 Group MW – Rolle 205 Group JLS – Rolle212 Group JS – Rolle 211Introduction to module Link to EPGS615 assignment Seminar - What is education?

Carousel of Sessions over the next two weeksAssessment 1 led by MattBehaviour Management Session led by JoTheories of Teaching and Learning 1 led by Jacqui 14.00-16.00 Group MW – Rolle205 Assessment session Purpose and approaches

14.00-16.00 Group JLS – Rolle 212Behaviour Management

14.00-16.00 Group JS – Rolle 211Theories of Teaching and Learning

8 17/9/18 11.00-13.00Group MW – Rolle205Theories of Teaching and Learning

11.00-13.00Group JLS – Rolle 212Assessment session Purpose and approaches

11.00-13.00Group JS – Rolle 211Behaviour Management

14.00-16.00 Group MW – Rolle205 Behaviour Management

14.00-16.00 Group JLS – Rolle 212 Theories of Teaching and Learning

14.00-16.00 Group JS – Rolle 211Assessment session Purpose and approaches

9 24/9/18 Carousel of Sessions over the next two weeks – Teacher Identity and Voice Session led by JoSEND Session led by MattMotivation and Engagement led by Jacqui

11.00-13.00Group MW – Rolle205SEND Session

11.00-13.00Group JLS – Rolle212 Teacher Identity and Voice

11.00-13.00Group JS – Rolle211Motivation and Engagement

14.00-16.00 Group MW – Rolle205

14.00-16.00Group JLS – Rolle 212

14.00-16.00Group JS – Rolle 211


Motivation and Engagement

SEND Session Teacher Identity ad Voice

10 1/10/18 11.00-13.00 Group MW – Rolle205 Teacher Identity and Voice

11.00-13.00 Group JLS – Rolle 212Motivation and engagement

11.00-13.00 Group JS – Rolle 211SEND Session

14.00-16.00 Group MW – Rolle 205 Group JLS – Rolle 212 Group JS – Rolle 211Debunking the VAK myth and EAL

11 8/10/18 9.00-13.00 Cross Phase Transitions Conference Part 1Groups and rooms on Moodle EPGS719 siteCarousel of Speakers to visit roomsWhat is transition and transition Theories? Led by Kath VineerChild development and transition. Led by Kelly DaviesPastoral care and transition. Led by Jacqui SpencerSEND and transition. Led by Rachael Hinks-KnightKS3, the wasted years. Led by Jo Lock SmithCase Study from Fowey River Academy. Led by tbc

14.00-16.00 Group MW - Rolle 205 Group JLS - Rolle 212 Group JS - Rolle 211EPGS615 Assignment Support – What TIPs literature can I use?

12 15/10/18 11.00-13.00 Group MW - Rolle 205 Group JLS - Rolle 212 Group JS - Rolle 211Understanding Data – What data can you access to inform planning?

14.00-16.00 Group MW - Rolle 205 Group JLS - Rolle 212 Group JS - Rolle 211EPGS615 Assignment Support – Data audit checklist for lesson plan

21 17/12/18 11.00-13.00Group MW – Rolle 205 Group JLS – Rolle 212 Group JS – Rolle 211Introduction to EPGS719/EPGS619 Assignment – Brief, assessment and exemplars

14.00-16.00Group MW – Rolle 205 Group JLS – Rolle 212 Group JS – Rolle 211EPGS719/EPGS619 Assignment Support – What makes good literature? How to conduct a literature search focused on your question choice

25 14/1/19 11.00-13.00Cross Phase Transitions Conference Part 211.00-12.00 - Room TbcKS2/3 Transition Secondary School Focus – Simone Jarvis from Queen Elizabeth’s Academy, Crediton


12.00-13.00 Group MW – Rolle 205 Group JLS – Rolle 212 Group JS – Rolle 211Trainee shared perspectives of observations from school practice during PT1 and Primary School Experience Week.

Carousel of Sessions over the next two weeksAssessment 2 Session led by MattBehaviour Management 2 - Wellbeing Session led by JoSEND 2 - Moving beyond labels and personalised learning led by Jacqui 14.00-16.00 Rolle 211 Group MW Assessment 2

14.00-16.00 Rolle 205Group JLS Behaviour Management 2

14.00-16.00 Rolle 212 Group JS SEND 2

26 21/1/119 11.00-13.00 Rolle 205Group MW SEND 2

11.00-13.00 Rolle 212Group JLS Assessment 2

11.00-13.00 Rolle 211Group JS Behaviour Management 2

14.00-16.00 Rolle 205 Group MW Behaviour Management 2

14.00-16.00 Rolle 212Group JLS SEND 2

14.00-16.00 Rolle 211Group JS Assessment 2

27 28/1/19 11.00-13.00 and 14.00-16.00 Group MW – Rolle 205 Group JLS – Rolle 212 Group JS – Rolle 211Assignment workshops - Planning and Critical Reading

28 4/2/19 11.00-13.00 and 14.00-16.00 Group MW – Rolle 205 Group JLS - Rolle 212 Group JS – Rolle 211Assignment workshops – Critical Writing

30 18/2/18 9.00-13.00Groups MW/JLS/JS – Rolle 304 and Rolle 302 EPGS719/EPGS619 - Tutorial Surgery


EPGS719 Professional Studies Assignment

Submission date: 21:00 Monday 25th February 2019

The written assignment for this module is a 5000 word assignment and supports your developing understanding of the following Teachers’ Standards:

TS1 - Setting high expectations which inspire, motivate and challenge pupilsTS6 - Making accurate and productive use of assessmentTS7 - Managing behaviour effectively to ensure a good and safe learning environmentAnd their links to TS2 – Promoting good progress ad outcomes. You need to identify perspectives from a broad range of literature and build an argument on how the theories relate to your school based practice. You need to construct your own focus and title from one of the following areas:

Either1. A focus on TS6 and its links to TS1 and TS2.

Or2. A focus on TS7 and its link to TS1 and TS2.

In your assignment you will need to:

Demonstrate an understanding of theory

Demonstrate critical reflection on school practice

Generate a synthesis between both theory and practice.

Each week there will be opportunities for reflective discussion and writing in order to support your research of educational ideas and issues, which will be used to support your assignment writing. Your ideas will contribute to the construction of your written assignment. Your school experience and subject sessions will also contribute to aspects of your assignment.

Building an argument This means you need to be critical and analytical in your dealing with your chosen complex topic. You will consider evidence, views and perspectives and then support your own view based on your critical evaluation of literature and practice. It may be helpful to think of the assignment as a record of your own reasoning, as you balance views and test them against each other. The resultant work will be of value to you as a professional teacher. Try to ensure that your writing makes sense to the reader by outlining the topic and stating what you will and will not include. You will need to set out your own position on the topic and finally reach your conclusion.


To help you structure your argument you may wish to follow the suggested plan below.

Introduction and Rationale

An introduction to the context or background of the topic (you could include pertinent theories and/or quotations)

The reason for writing about this topic

Definitions of any key terminology and any variations in their meaning and use that will be referred to throughout the assignment (note that definitions are not always necessary)

Introduce the main ideas that stem from your topic/title and the order in which you will discuss them

Key Issues Arising from Literature

Engage critically with a range of literature (DfE, Ofsted, OECD, academic books, academic journals, subject specific books and journals)

Analyse evidence identified in literature with other perspectives to highlight areas of similarity and difference.

Key Issues Arising from School Practice

Consider school policies, observations, teaching episodes in light of the issues arising from the literature.

Critically reflect on the evidence through the analysis of the similarities and differences.

Synthesis and Evaluation

Critically engage with the key issues arising from both your literature and practice and identify the potential impact on your teaching.

Reach a reasoned conclusion about the tension between the literature and your school practice, highlighting areas where there is/isn’t tension.

The following points will help you to successfully build an argument.

Introduce the topic or research question and set out the position from which you intend to argue.

An argument should contain supporting evidence to build your point of view. This evidence may be critical reflection of authors' views or from reflection on practice. Include all the premises upon which you base your argument.

Analyse the work of other authors to test the validity of your statements.

Provide a balance between the differing perspectives.


The argument needs to continue and be referred to throughout your assignment. When there are a series of assertions, each being a reason for the next, the argument should move in a single direction, so that there is an order and a structure that takes us through the writer’s thinking and reasoning processes.

Check your argument is logical, consistent and valid.

Remember to continually analyse your argument and reason whether the assertions are sound.

An argument should contain at least one statement that is reasoned for. This is known as the conclusion of the argument. As far as possible, reasons for the same conclusion should be kept together, to maintain the cohesion of the study. Make sure your argument reaches a conclusion.

In the event of failure at EPGS719 Level 7 you will be provided with the opportunity to undertake a referral regardless of whether the module is achieved at EPGS619 Level 6 (subject to the outcome of the Award Assessment Board). If a trainee’s Level 7 module subsequently fails at the second attempt, the original Level 6 mark will not be affected.

Submission deadline: 21:00 Monday 25th February 2019 via Moodle.


EPGS619/EPGS719 Professional Studies Assessment Sheet First Marker:

High Level 7 Low Level 7 High Level 6 Low Level 6 FailCritical reading

Shows knowledge and understanding of the key concepts in current literature on a suitable topic.

There is a clear rationale that shows extensive knowledge and understanding of the choice of topic. Excellent selection and use of an extensive range of literature and evidence within the writing, including books, book chapters, reports, Government documentation, journal articles and web sources.

There is a rationale for the choice of a sufficiently complex topic. There is evidence of good knowledge of critical understanding of main concepts and issues in the area of study. The writing is contextualised within a good range of recent and relevant research and professional literature.

Inadequate rationale offered for the choice of topic.Knowledge and understanding of key concepts are sufficient to inquire into different perspectives on the topic. Literature used is mostly relevant and sufficiently varied.

Shows some knowledge and understanding of key concepts. Literature used has some limitations regarding range, currency and/or appropriateness.

Knowledge and understanding of key concepts display major gaps, inaccuracies and/or serious misconceptions. Literature base seriously limited; insufficiently current and/or inappropriate.

Analysis of Views

Shows ability to dissect the views raised by the literature review in regard to the specific area of study

Critical analysis of views arising from the literature raises a range of original ideas and insights. Well-developed, evidenced argument that synthesises multiple perspectives and shows a critical appreciation of the issues raised

Analysis demonstrates a good awareness and understanding of the issues raised in the literature in relation to the chosen topic. The argument shows some synthesise between the concepts and theories identified in the literature, but may lack critical depth and/or evidence.

There are a number of points drawn from the literature. An argument is attempted with limited critical awareness. Some descriptive sections.

Some consideration is

demonstrated of issues arising from the literature. Some descriptive sections.

Offers few distinct ideas, or interpretations; few implications drawn from the literature review. Poor line of argument. Mainly descriptive.

Synthesis and Evaluation

Shows ability to relate views identified in the literature to practice and make sound and balanced judgements to arrive at a conclusion.

There are clear statements regarding the relevance, importance and the potential impact of the analysis upon teaching and learning. A clear conclusion is reached through a balanced critical understanding of theory in practice.

Teaching and learning is considered in relation to the views raised, which enables a conclusion to be reached that shows an awareness of theory in practice.

There are a number of points made that are then related to teaching and learning. A conclusion is reached, but needs development in aspects of theory in practice.

Aspects of teaching and learning may be implicit, rather than explicit in relation to points made. The conclusion tends to summarise points made and implies theory in practice.

There is insufficient attention to how this work may impact upon teaching and learning. The conclusion is very weak or absent and shows no awareness of theory in practice.

Overall Coherence and Conformity

Shows ability to write with clarity, fluency and coherence. Assignment has structure and effective communication of intended meanings. Referencing is accurate and consistent.

The work is very well organised and the argument is signposted in a logical and cogent written style. Written expression is engaging and articulate throughout. Referencing conventions are carefully and accurately used without error.

The work is well-structured and presented to provide clear and effective communication of intended meaning. Written expression is mostly clear with few grammatical errors. References are mostly accurate and consistent.

The work is structured and presented to communicate ideas. Written expression is generally clear and coherent throughout with some grammatical errors. References used are generally accurate and consistent.

Work follows a structure, but may at times become unclear or confused. Some grammatical errors may impair communication at times. References are attempted, but may contain errors and/or are used inconsistently.

Work weakly ordered and/or presented. Grammatical errors significantly impair communication. References are mostly inaccurate and/or inconsistent.

Overall Comment An EXCELLENT piece of work. With modification has the potential for wider dissemination.

A GOOD piece of work. Some particular strengths. Minor issues may need addressing.

A SOUND piece of work. Some engaging features. Some aspects need addressing.

An ACCEPTABLE piece of work. Specific aspects require attention.

An INADEQUATE piece of work. Significant aspects requiring attention.

Level 7 Outcome Meets the L7 Assessed Learning Outcomes for EPGS719

Meets the L7 Assessed Learning Outcomes for EPGS719

Level 6 Outcome Meets the L6 Assessed Learning Outcomes for EPGS619

Meets the L6 Assessed Learning Outcomes for EPGS619

Does not meet the L6 Assessed Learning Outcomes


Second Marker’s Comments

Signature: Date:

Please read the Assessment Grid, Summary Comments, Feedforward Actions and the in-text comments for further feedback on this assignment.


Summary Comments

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