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TRANSCRIPT
Professional Studies Handbook Contents Page
Introduction 2
Your Subject Study Co-ordinator 2
Key contact details 2
Expectations 3
Module outlines 3
Portia: Moodle 3
What will I learn? 4
Structure and content of Module 1 5
Structure and content of Module 2 7
Assessment
What do I have to do? What will my assessors be looking for?
9
Summative Assessment 9
Chart showing how Professional Studies summative assessment
fits into the PGCE programme
9
Interim requirements for progression to Module 2 10
Details of Assignment 2 11
Formative Assessment 14
Summary of components of formative assessment 14
Details of directed tasks 14
Pro forma for link logs 20
Who will support me? 21
How will I learn? 21
Evaluation 21
Subject Co-ordinator‟s summary of module evaluation 2010 - 2011 22
Bibliography 24
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Introduction Professional Studies is a 90 hour course in two modules. Sessions begin at 9.30 am and normally end by 3.45 pm. Sessions take place at the Bognor Regis Campus of the University for students from all subject routes. Our normal practice is to meet as a whole cohort in the ICT Lecture Theatre and then divide into Professional Studies groups for discussion and seminar activities. Your Professional Studies Co-ordinator is Antony Bignell. He is supported by a team of 4 Professional Studies tutors, each of whom leads a Professional Studies Group. Their contact details are listed below. Julia O‟Kelly, Head of Secondary PGCE, is also part of the Professional Studies team. Useful contacts are: Julia O‟Kelly
Head of Programme and Professional Studies Tutor
01243 812160
Antony Bignell
Professional Studies Co-ordinator
01243 812024
Ruth Mantin
Professional Studies Tutor
01243 812070
Katharine Milcoy
Professional Studies Tutor
01243 812166
Debbie Hickman
Professional Studies Tutor
01243 812049
Melanie Hopkins
Programme Administrator
01243 812043
Ann Jones
Learning Resources
01243 812094
ICT Technician
Student ICT Help Desk
01243 816444
Melanie Hopkins can be found in the Programme office which is in St Michael‟s F2. The office is open between 8.30 am and 5.00 pm every day except on Fridays when the office closes at 4.30 pm.
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Expectations
You are expected to demonstrate the professional attributes of a teacher in your approach to your Subject Study and your Professional Studies. You are expected to:
Attend every session
Participate actively in all sessions and in a sensitive and professional manner which is compliant with the University‟s published policies as detailed in the Programme Handbook
Use Portia regularly for communication and information
Bring your Professional Studies handbook to every session
Complete all pre and post session tasks as directed
Attend all tutorials arranged with your Professional Studies tutor
Be pro-active in addressing the targets set for you in conjunction with your tutor
Take responsibility for meeting deadlines, and submitting assignments/ documentation to the correct place (e.g. Programme Office)
In the event of ANY absence please follow the procedures detailed in the Programme Handbook Module outlines for your Professional Studies modules can be found in Appendix B. of the Programme Handbook. Portia: Moodle Information about Professional Studies sessions, including this handbook, and session notes will be posted on Portia: Moodle.
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What Will I Learn?
The two Professional Studies modules are designed to complement your Subject Study Modules by introducing you to the over-arching knowledge, understanding and skills necessary to become an effective secondary school teacher, irrespective of your specialist subject. They are designed to help you to relate the Professional Standards for the Award of Qualified Teacher Status (2007) to your subject teaching and the broader role of teacher and tutor, and a member of the whole-school community, and will include preparation for the Induction Year (setting targets for your Career Entry Development Profile). The structure of the course is based on the understanding that theory informs practice and practice informs theory. You will, therefore, be able to draw on elements of your Subject Study and your School Experience to support your Professional Studies work. You will:
Identify policies and practice in schools and demonstrate a critical awareness of their implementation in the context of current educational policy
Demonstrate a critical awareness of the application and working of national directives as they relate to your subject specialism and to your role as a teacher and tutor
Know a range of theories of learning and evaluate their impact on school practice
Offer critical commentary of the links between professional studies, school experience and subject study
Demonstrate commitment through satisfactory attendance and compliance with University policies
Demonstrate a professional attitude to learning and development, including collaborative working
Demonstrate a readiness to accommodate new principles and understandings
Identify and comment reflectively upon the values which underpin secondary education
Reflect on and improve your practice and take responsibility for identifying and meeting your developing professional needs
The Learning Outcomes for these modules are set out in full in the Module Outlines to be found in Appendix B of your Programme Handbook.
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Structure and Content
Module One After each day, you will be required to complete a link log in which you will need to identify which of the Standards for the Award of Qualified Teacher Status (2007) have been addressed. You should be aware that the Professional Studies modules address the standards in all three sections: Professional Attributes, Professional Knowledge and Understanding, and Professional Skills.
Monday 5 September 2011
Welcome from the Vice Chancellor Introductions/welcome from University and programme personnel Handbooks, The Standards, PS work, PS groups Meet subject tutors Meet PS groups
ICT Lecture theatre Seminar rooms Seminar rooms
9.30 - 12.30
1.30 - 2.30
2.30 - 3.30
Tuesday 6 September 2011
The Partnership Office and School Experience (Jane Evans) IT Services Resilience PS groups - Qualities of a good teacher. Resilience. Discussion of pre course tasks Carousel involving PS Groups, Learning Resources Centre, Registration
ICT Lecture theatre Seminar rooms Seminar rooms
9.30 - 11.00
11.00 – 12.00
12.00 – 4.00
Monday 12 September 2011
Introduction to online resources MA work - framing questions, and referencing PS Inclusion presentation groups and task
ICT Lecture theatre Seminar rooms
9.30 - 10.30
11.00 - 3.30
Tuesday 13 September 2011
Tutors take in link logs Inclusion presentations Ways of learning
Seminar rooms Seminar rooms
9.30 - 12.30
1.30 – 3.30
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Monday 19 September 2011
Positive Behaviour Management (Mark Wilson) Rose Review of Reading Action Learning & personalising learning PS groups: personalising learning and link logs feedback and tutorials
ICT Lecture theatre ICT Lecture theatre Seminar rooms
9.30 – 12.00
1.00 – 2.15
2.15 - 3.30
Tuesday 20 September 2011
Child Protection (Sarah Weaden) PS groups: the role of the form tutor and pastoral care. School experience and professionalism
ICT Lecture theatre Seminar rooms ICT Lecture theatre
9.30 - 10.45
11.15 - 2.30
2.30 - 3.30
Wednesday 21 September 2011
Research skills and methodologies. Effective assignment writing and Assignment 2 PS groups: review of link logs Methodology task, and SEN preparation
ICT Lecture theatre Seminar rooms Seminar rooms
9.30 – 10.45
11.15 – 12.30
1.30 - 3.30
Thursday 29 September 2011
SEN Part 1 - Workshops Curriculum Developments – Where now? 14 – 19 Education The Integrated Curriculum Preparation for assignment 2 moderation task Sign up for tutorials next week and hand in link logs
Seminar rooms ICT Lecture theatre and PS groups
9.30 – 10.45
11.15 – 12.30
1.30 – 3.30
Thursday 6 October 2011
Voice and communication workshop (Ulrika Schulte-Baukloh) Tutorials for assignment 2, moderation task, and link logs
Assembly Hall Seminar rooms
9.30 - 4.00
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Module 2
Monday 9 January 2012
Types of schools Applying for your first teaching post (Jackie Shepheard) PS groups: interview questions PS groups: School Experience review and evaluation
ICT Lecture theatre Seminar rooms Seminar rooms
9.30 - 11.00
11.30 - 12.30
1.30 – 3.30
Tuesday 10 January 2012
PS groups: PSHE group task and presentations
Seminar rooms 9.30 - 3.30
Monday 16 January 2012
PS groups: Introduction to theme of Identities Otherness - gender issues and homophobia PS groups: further consideration of Identities Sign up for tutorials
Seminar rooms ICT Lecture theatre Seminar rooms
9.30 - 11.00
11.30 - 12.30
1.30 - 3.30
Tuesday 17 January 2012
Deprivation and pupil under attainment task SEN task Assignment 2 tutorial on request Research for extended link log
Seminar Rooms
9.30 - 3.30
Wednesday 18 January 2012
Teaching pupils for whom English is an Additional Language - EAL (Anwen Foy) SEN Part 2 – Preparation, and feedback from Tuesday SEN Workshops and Self-Study Tasks Briefing for School B
Lecture theatre Seminar rooms Seminar Rooms ICT Lecture theatre
9.30 – 10.45
11.15 - 12.30
1.30 - 2.30 2.30 – 3.30
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Thursday 26 January 2012
Emotional intelligence Workshops on Emotional Intelligence, SEAL , PLTS. Review of extended link logs Review of Audio tape task school A Submission of link logs
ICT Lecture theatre Seminar rooms
9.30 – 10.30
10.30 - 3.30
Friday 16 March 2012
Career Entry Development Profile process Continuing Masters work Subject study
ICT Lecture theatre Seminar rooms
9.30 - 10.30 11.00 – 3.30
Monday 11 June 2012
Review of current issues Review of School B Review of Audio Tape B Module evaluations Individual tutorials
ICT Lecture theatre Seminar rooms
9.30 - 10.30 10.00 - 3.30
Tuesday 12 June 2012
Individual tutorials Seminar rooms 9.30 - 3.30
Friday 15 June 2012
Your NQT induction year The Teachers‟ Pension Scheme Celebratory drinks
ICT Lecture theatre On the lawn
9.30 - 12.00
12.00 - 1.30
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Assessment A definition of summative and formative assessment is included in the Programme Handbook.
Summative Assessment What do I have to do? What will my assessor be looking for? The following chart can also be found in the Programme Handbook. Your Professional Studies summative assessment is highlighted to show how it combines with other elements of the PGCE Programme to contribute towards your overall summative assessment:
Subject Study – Module 1
One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass
20 M level credits
Professional Studies - Module 1
Reflective logs highlighting the links between professional studies and subject application; Satisfactory attendance and active participation in sessions and tasks.
School Experience „A‟ Joint Summative Report graded at least “Satisfactory” (grade 3)
Professional Studies - Module 2
One 4,000 word (or equivalent) assignment graded at least ‘D’ – minimal pass
20 M level credits
Subject Study – Module 2
One 4,000 word (or equivalent) assignment graded at least „D‟ – minimal pass
20 M level credits
School Experience „B‟ Joint Summative Report graded at least “Satisfactory” (grade 3) TDA Skills Tests (Numeracy, Literacy, ICT) Completion of Standards Tracking Document
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Module 1 At the end of Module 1, your professional studies tutor will assess whether you have met the interim requirements for progression to Module 2 as described in the Programme Handbook. The interim requirements for progression from Module 1 to Module 2 are:
completion of your daily reflective log which highlights the links between professional studies and subject application
Satisfactory attendance and active participation in sessions and tasks
Completion of the directed tasks linking this module with school experience
The specific assessment criteria are:
Your logs demonstrate a developing ability to analyse and apply course content
Your contribution to professional studies group discussion and tasks has demonstrated sensitivity and professionalism in line with the University‟s policies
All absence procedures have been followed correctly
Deadlines associated with school A have been met and your School A audio tape task has been satisfactorily completed
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Module 2 Assignment 2 (4,000 words) Submission Date: Wednesday 4 April 2012 at 12.00 noon. This assignment is based on an investigation into a whole school issue. It requires you to relate theory and practice, consider the relevance of particular Standards, and the implications for you as a subject teacher. Before you begin this assignment, you will need to complete an ethics form. This is a requirement when undertaking any research, however small-scale, within a school. This form can be downloaded from Portia: Moodle
Complete the Ethics Form
Show it to your Professional Tutor in school and ask them to sign it (signature of supervisor). This shows that they have approved your research
Bring your completed form to „Oasis Day‟, Friday 11 November 2011, and hand it in to Melanie Hopkins in the programme office. If you are working with your subject tutor away from the Bognor Regis Campus on that day, your subject tutor will collect your form.
Your Professional Studies Tutor will review and counter-sign your form.
Only if there are ethical issues with your research will your Professional Studies Tutor contact you. Otherwise you may continue with your research and assignment.
The title of your assignment is: ‘How does your school promote positive pupil behaviour? In the light of current research, analyse one aspect of behaviour management in your school.’ These are some possible aspects you could choose:
The pastoral system
Mentoring
Involvement of and communication with parents/carers
Through the curriculum e.g. nurture groups, 14 – 19 vocational options etc.
SEAL or PLTS
Promotion of emotional intelligence
Learning styles
School behaviour policy
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Throughout your assignment you must make overt and analytical connections with relevant Standards - as you have been practising in your link logs. One way of structuring your essay is as follows: (a) Introduction You are setting the scene for your enquiry. This will be a brief statement of the
background to your question (approximately 250 words). (b) Literature review This section must demonstrate that you have read around your question. You
will discuss, critique, and reflect on the various viewpoints that you have researched (approximately 1500 words).
(c) Comparison of theory with practice through research in your school placement. Research could take the form of:
Observation of practice in your school
Examination of policy documents and how they are put into practice
Questionnaires to pupils or staff
Interviews with relevant staff
Case studies
Focus groups You will need to:
Explain your chosen research methodology
Justify your choice
State your findings
Analyse your findings
Critique your research methodology, including a discussion of its limitations (approximately 1500 words) (d) Conclusion Relate/compare theory and practice. Your literature review establishes the
theory - how does this contrast with the practice you have investigated in your school and what are the implications for you as a subject teacher? (approximately 750 words)
Suggested number of words per section is a guideline only; you may need to adjust according to the nature of your topic and research. Another way of structuring your essay is to inter-weave sections b) and c).
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Specific Assessment Criteria In addition to the general assessment criteria in the Programme Handbook, you will be assessed against the following specific criteria:
Engagement with and critical analysis of a wide range of relevant literature
Selection and justification of an appropriate research methodology
Critical analysis and evaluation of research findings
Explicit reference within the text to the ways in which your work on this assignment has helped you to meet the Professional Standards for the Award of Qualified Teacher Status (2007)
Appropriate academic writing style, Standard English, and Harvard referencing (see also assignment writing guidelines in appendix A of the Programme Handbook)
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Formative Assessment In addition, there are several forms of formative assessment during your professional studies modules:
Professional Studies Link Logs A pro forma for your link log follows. You are required to complete one of these after each University Professional Studies day. Instructions are on the pro forma which may be downloaded and completed electronically from Portia: Moodle.
Tutorials Tutorials with your professional studies tutor will be arranged:
In week 3, following review of your link logs, in order to consider any areas for development identified to help you improve your assignment writing
For all students, in week 5, to discuss your proposed Assignment 2 title, the nature of the research you will carry out and completion of your ethics form before you begin your school based research
By request, during week 18, if you feel that you would like advice on writing Assignment 2
For all students, during week 37, to check that you have completed your directed tasks and CEDP
Professional Studies Tracking Document When you are in school, your school‟s professional tutor is responsible for organising a programme of Professional Studies for you. This may be delivered in a variety of ways and may build on areas where you have had some University input, as well as introducing you to new topics. You have a Professional Studies Tracking Document on which you should record when these topics have been considered. The Tracking Document can be found in your PDP.
Directed Tasks The following tasks must be completed during your school experience. They are designed to provide you with evidence towards meeting specific standards.
1. SEN Personalised Learning Task Report (School B) 2. EAL and Race Equality Report 3. Analysis of Audio Tape of Lesson in School A 4. Analysis of Audio Tape of Lesson in School B
Details of these are on the following pages.
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SEN Personalised Learning Task Report (School B) Standards:Q10, Q19, Q20, The pro forma for this report follows and is provided for you as a Word document on your memory stick. You should not write more than 1000 words. To complete the first section (Background information about the pupil) you will need to:
Select (with the advice of the SENCO and/or class teacher) a pupil with a Special Educational Need. This should be a pupil whom you will be teaching.
Look at her/his Individual Education Plan (if appropriate)
Discuss her/his background/context/needs with the SENCO or LSA
Observe the pupil being taught by other teachers To complete the second section (How did you plan for and work with the pupil?) you will need to:
Consider your own planning for and working with the pupil
Evaluate the impact of your work with the pupil Please hand to your PS tutor Monday 11 June 2012
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SEN Personalised Learning Task Report
Trainee name: Date:
Your subject:
School name:
Background information about the pupil: (gathered from pupil and school documentation, discussion with SENCO/class/subject teacher/LSA, observations)
Age: Gender: Relevant past information (e.g. school attendance, previous specialist reports): Strengths and difficulties (in the subject): Current provision made to support this pupil: Current barriers to learning: Current IEP targets (if appropriate) and relevant progress: How were the recorded targets, approaches etc on the pupil‟s IEP being used? Was the pupil making progress towards these targets? What was the relevance of the setting to the pupil‟s progress in learning? e.g. where, when, with whom, teaching strategies used, resources used?
How did you plan for and work with the pupil? Did you support learning broadly along the lines of the IEP targets or did you examine how the pupil‟s targets might be reviewed? What did you do? What setting? How often? What teaching approaches/strategies did you use? From where did you gain your ideas for teaching? (e.g. SEN website, other websites, school materials, discussion with SENCO, reading) How did you monitor the pupil‟s progress? What records did you keep?
Evaluate the impact of the strategies you used on the pupil’s progress against the target(s) set: Discuss any difficulties you encountered in teaching and learning and the reasons for these.
Conclusions: What recommendations do you suggest for the next steps in teaching this pupil in this subject or age phase in the future? Give reasons for these.
What have you learned from the task – knowledge, understanding, skills, attitudes?
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EAL & Race Equality Report
Standards: Q10, 18, 19, 20, 25A, 25B, 25C, 25D, 29 From your research, observation and learning about how schools address issues of EAL and Race Equality, please write a brief (750 words maximum) paper which addresses some or all of the following: Look carefully all the Professional Skills Standards (Q22 – Q33) and
consider how you incorporate EAL and Race Equality issues in your teaching in its widest sense
Offer some insights into the policies and approaches adopted by your
placement schools to these two key issues If possible, describe an experience you have had either working with a pupil
with EAL or dealing directly with race issues Within your subject area, what challenges and opportunities are raised by
pupils with EAL in your classroom, and how might you plan for them so that their learning is maximised?
Please indicate references and research used. Please hand to your PS tutor Monday 11 June 2012
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Analysis of audio tape of lesson in School A
STANDARDS: You will need to investigate which Professional Skills Standards (Q22 – Q33) you are addressing and which Skills you will need to develop. Reference to these Standards must be explicit in your text. Please audiotape one of your lessons in School A and use the prompts below to analyse the effectiveness of the language you are using (in no more than 500 words). 1. Does your use of language create a positive learning environment? Are you polite, using „please and thank you‟ to pupils? Do you use names? How do you correct errors and misconceptions? Do you insist that pupils are polite to each other? Do you have any speech mannerisms or habits, which are not „inclusive‟ and need modifying? 2. The use of Questions and Answers:
Do you plan key questions into your lesson plans? How many questions were open or closed? How many questions were directed towards girls and boys? Do you involve the same pupils in answering questions? Do you track how many pupils answer questions? Do you require pupils to answer questions or can a pupil „pass‟ on a question? Do you re-frame pupils‟ answers to develop learning for the whole class? Do you tie pupil answers into the lesson objectives and learning outcomes? Do you „connect the learning‟ by referring to the „big picture‟ using real life examples, or eliciting these from pupils, or by projecting back to previous lessons and projecting forward to where the SoW is headed in future lessons?
Do you take opportunities to develop subject specific vocabulary and the development of language across the curriculum? Is there evidence of deep thinking? Do you recognise this and credit pupils for their answers?
3. Teaching: How clear are your instructions e.g. how frequently did you need to repeat instructions? How positive and assertive are you in the way that you motivate and maintain pace and direction during the lesson? How effectively do you correct and re-direct pupil behaviour? Do you allow a minority of pupils to deflect you?
4. Please complete this Task by commenting on: What have you learnt from your analysis of the lesson? What targets will you give yourself as a result of the task? Prioritise them and indicate how you will plan them into future lessons. The analysis needs to be discussed with and signed by your mentor at one of your weekly meetings. This task needs to be completed in School A and brought to the PS session on Thursday 26 January 2012.
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Analysis of audio tape of lesson in School B
STANDARDS: You will need to investigate which Professional Skills Standards (Q22 – Q33) you are addressing and which Skills you will need to develop. Reference to these Standards must be explicit in your text. Please audiotape one of your lessons in School B and use the prompts below to analyse the effectiveness of the language you are using (in no more than 500 words). 1. Does your use of language create a positive learning environment?
Are you polite, using „please and thank you‟ to pupils? Do you use names? how do you correct errors and misconceptions? Do you insist that pupils are polite to each other? do you have any speech mannerisms or habits, which are not „inclusive‟ and need modifying?
2. The use of Questions and Answers:
Do you plan key questions into your lesson plans? How many questions were open or closed? How many questions were directed towards girls and boys? Do you involve the same pupils in answering questions? Do you track how many pupils answer questions? Do you require pupils to answer questions or can a pupil „pass‟ on a question?
Do you re-frame pupils‟ answers to develop learning for the whole class? Do you tie pupil answers into the lesson objectives and learning outcomes? Do you „connect the learning‟ by referring to the „big picture‟ using real life examples, or eliciting these from pupils, or by projecting back to previous lessons and projecting forward to where the SoW is headed in future lessons?
Do you take opportunities to develop subject specific vocabulary and the development of language across the curriculum? Is there evidence of deep thinking? Do you recognise this and credit pupils for their answers?
3. Teaching:
How clear are your instructions e.g. how frequently did you need to repeat instructions? How positive and assertive are you in the way that you motivate and maintain pace and direction during the lesson. How effectively do you correct and re-direct pupil behaviour? Do you allow a minority of pupils to deflect you?
4. Please complete this Task by commenting on:
What have you learnt from your analysis of the lesson? What targets will you give yourself as a result of the task? Prioritise them and indicate how you will plan them into future lessons. What changes have there been in your performance since completing this task in school A? The analysis needs to be discussed with and signed by your mentor at one of your weekly meetings.
The task needs to be completed in School B and handed to your PS tutor on Monday 11 June 2012.
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PROFESSIONAL STUDIES / SUBJECT / STANDARDS LINKS LOG
The PS/Subject/Standards Links Log is designed to encourage evaluative, reflective, and analytical practice, and to serve as an additional source of evidence for use in tutorials and for the completion of the Standards at the end of the Programme.
NAME:
DATE:
SESSION TOPICS:
Identify the links between today’s PS session, your work as a subject teacher, and the Standards, exploring how today’s topics exemplify particular Standards, and, where possible, referencing your work to relevant literature.
Lecture Theatre partner’s name and subject area:
Row:
Discussion point or question arising from the lecture:
Please have Links Logs ready to review/hand in on: Tuesday 13 September 2011
Wednesday 21 September 2011 Thursday 6 October 2011 Thursday 26 January 2012
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Who will support me? Your professional studies tutor will advise and support you in all aspects of your Professional Studies at university. For the full range of Academic and Personal Support available to you during your PGCE see the Programme Handbook.
How will I learn? You will be involved in a range of learning activities which, above all, will encourage participation, and collaborative and independent learning. See the Programme Handbook for a full description.
Evaluation
Details of the evaluation of the Secondary PGCE programme can be found in the Programme Handbook. As part of this process, the Professional Studies modules are evaluated. The summary of student evaluation of the 2010 - 2011 programme follows.
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STUDENT MODULE EVALUATION 2010-11
Programme Secondary PGCE
Module Title Professional Studies
Please complete this evaluation form to enable us to review and develop our programme. Your responses are included in the Annual Review process which operates in the University. From this process, areas for improvement are identified and implemented. 1. By the end of this module have you made progress in terms of the following learning outcomes?
Yes No
Identify and comment reflectively upon the values which underpin secondary education
100%
Reflect on and improve your practice, and take responsibility for identifying and meeting your developing professional needs
98% 2%
Identify priorities for your early professional development in the context of induction
100%
Draw on and evaluate critically a range of relevant and current literature 95% 5%
Conduct and evaluate practitioner research, including an evaluation of your selected methodology
97% 3%
2. Were you motivated by the learning and teaching approach?
Comment
Yes 93%
No 7%
3. Was all the information you needed to complete this module available through the handbook?
Yes 98%
No 2%
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For the following 2 sections, please use the 1-4 scale as indicated:
1 very good 2 good 3 satisfactory 4 poor
4. Please evaluate the resources available.
1 2 3 4
Rooms 26% 39% 27% 8%
Learning Resources Centre 18% 53% 26% 3%
Access to Portia 27% 39% 31% 3%
5. Please evaluate your own contribution to the module
1 2 3 4
Attendance 83% 16% 1% 0%
Preparation for and follow-up to sessions 30% 52% 16% 2%
Active participation in sessions 40% 55% 5% 0%
6. Has this module contributed to your understanding of the following?
Yes No Comment
Every Child Matters 100% 0%
Personalised Learning 98% 2%
Diversity 97% 3%
7. What are the strengths of this module? Discussing topics with other subject groups Positive comments about the tutor – supportive and approachable Good modelling of practice Variety of topics, in particular Behaviour Management, EAL and Voice Coach Reflective and positive Guest speakers 8. Any further comments? Several positive comments about tutor and the course Otherwise no obvious themes at all – two or three students commented on the following: Sometimes days too drawn out – shorter breaks Fewer link logs More support for assignment writing Due dates unclear Literacy lecture – more strategies needed Group work repetitive Too much SEN
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Professional Studies Bibliography
Please use the following website to see which books the University has on its shelves: http://prism.talis.com/chi-ac/items?query=PGSPVP1_A+%28S1%29 (sorry it‟s so complicated – and that‟s an underscore between 1 and A)
Please note: Books published before 2007 may refer to the old Standards
Beadle, P. (2010) How to Teach, Carmarthen: Crown House Brooks, V., Abbott, I. & Bills, L. (2004) Preparing to Teach in Secondary Schools, Maidenhead: Open University Press Burton, N., Brundrett, M. & Jones, M. (2008) Doing your Education Research Project London: Sage Capel, S., Leask, M. & Turner, T. (2009) Learning to Teach in the Secondary School, Oxford: Routledge Capel, S., Leask, M. & Turner, T. (2010) Readings for Learning to Teach in the Secondary School, Abingdon: Routledge Cohen, L., Mannion, L., Morrison, K. & Wyse, D. (Revised 5th Edition 2010) A Guide to Teaching Practice, Bury St. Edmunds: RoutledgeFalmer Davies, S. (2006) The Essential Guide to Teaching, Harlow: Pearson Longman Denby, N. (Ed.) (2008) How to Achieve your QTS – a Guide for Students London: Sage Dix, P. (2007) Taking Care of Behaviour, Practical Skills for Teachers, London: Pearson Longman Dymoke, S. & Harrison, J. (2008) Reflective Teaching and Learning, London: Sage Ellis, V. (Ed) (2007) Learning and Teaching in Secondary Schools, Exeter: Learning Matters Fautley, M. & Savage, J. (2008) Assessment for Learning and Teaching in Secondary Schools, Exeter: Learning Matters Hoult, S. (2005) Reflective Reader: Secondary Professional Studies, Exeter: Learning Matters Kidd, W. & Czerniawski, G. (2010) Successful Teaching 14 – 19, London: Sage Rogers, B. (Ed.) (2009 2nd Edition) How to Manage Children’s Challenging Behaviour, London: Sage
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Sewell, K. (Ed.) (2008) Doing your PGCE at M Level – a Guide for Students London: Sage Sharp, J. (2009) Success with your Education Research Project, Exeter: Learning Matters Shilvock, K. & Pope, M. (2008) Successful Teaching Placements in Secondary Schools, Exeter: Learning Matters Wilson, E. (2009) School-based Research A Guide for Education Students, London: Sage Wright, T. (2008) How to be a Brilliant Trainee Teacher, Abingdon: Routledge Useful websites: www.education.gov.uk DfE guidance and support www.ttrb.ac.uk The Teacher Training Resource Bank www.everychildmatters.gov.uk „Every Child Matters‟ www.ofsted.gov.uk Ofsted www.teachers.tv Video clips for teachers www.behaviour4learning.ac.uk Behaviour Strategies www.multiverse.ac.uk Resources for Diversity These sites may not reflect current government policy: www.tda.gov.uk Training and Development Agency www.qcda.org.uk Qualifications and Curriculum Development Agency www.nc.uk.net National Curriculum Website