PROFESSIONAL PORTFOLIOPOSTGRADUATE CERTIFICATE IN EDUCATION / CERTIFICATE IN EDUCATION

incorporating the Diploma in Education and Training

PROFESSIONAL PROFILE – update at each module submissionName PU Student Registration No College Student No

Teaching Practice (gives details for each course/group taught such as group sizes, level of study etc.):

Subject Specialist Mentor and contact number/e-mail:Initial Assessment – highest level qualification/experience/results at interview/induction in:

Subject Specialism (highest level qualification)

Literacy (highest level qualification) Numeracy (highest level qualification)

ICT (qualifications and/or experience)

You should identify any development points from the above and list in your first Reflective Development Plan

Enhanced DBS Check Certificate No:

Date of Issue:

Safeguarding training achieved:

Date:To be completed by end of first module. Use the Education and Training Foundation Teaching online Safeguarding course). If this cannot be achieved

At the start of Stage 2: I confirm that I have not had any criminal convictions since the issue of my Enhanced DBS Check above

Signed: Date:

WELCOME TO YOUR PROFESSIONAL PORTFOLIOThe Professional Portfolio (PP) is central to the programme and the means by which you explicitly demonstrate your professional and personal developmental journey as a reflective practitioner (Appleyard & Appleyard, 2015; Brookfield, 1995; Gregson and Hillier, 2015; Roffey-Barentson and Malthouse, 2009 Rushton, and Suter, 2012). It will become a portfolio of your development which will demonstrate to future employers and reviewers how you have improved your practice and developed your employability during the programme. It may also be used in an Ofsted Inspection if you are selected to meet an Inspector during the programme, or during the first year of your employment as a teacher. You will be required to provide those sheets which are starred in each of the checklists, depending on how far you have reached in the programme.

Engagement in this process will allow you to demonstrate your evaluation and improvement of your approaches to planning teaching, enabling learning and assessment for/of learning. You will identify specific targets for improvement and actions to be taken, through your own reflection and the feedback provided by your subject specialist mentor and tutors. Reflecting on knowledge, understanding and practice in relation to the professional standards, including exploration of professional values, helps to promote a holistic approach to your professional and personal development. A fundamental aspect of this process is the collaborative relationship between you, your mentor and your tutor.

The PP can be kept electronically and be printed out for submission and will focus on addressing and meeting the professional standards, as well as coverage of and engagement with the Minimum Core.

Stage 1 Learning, Teaching and Assessment professional standards 3, 10, 12, 15, 16, 17, 18 and the Minimum Core – Language, Literacy, Numeracy and ICT

Enhancement Module professional standards 2, 4, 6, 8, 9, 11 and the Minimum Core – ESOL/EAL Stage 2 Curriculum and Society professional standards 1, 5, 7, 13, 14, 19, 20

Wider Practice and Professional Devpt Review of all professional standards

The Professional Values and Attributes, Knowledge and Understanding and Skills areas of the professional standards and how these have influenced your developing practice, will be evaluated and reflected upon at the end of each module. Please remember confidentiality and do not include the names of students and colleagues within your Professional Portfolio. Your PP will include the evaluated plans for learning required for each module i.e. 6 hours of evaluated plan for learning (demonstrated through a minimum of 4 plans for learning) for each of the modules which can include the two observed lessons per module. By the end of the course the PP will contain a total of 8 observation feedback forms with associated plans for learning in which you will evaluate your teaching practice and how it has impacted on 3 different learners. You should regularly discuss these evaluations with your subject specialist mentor, who should annotate and / or add comments and any additional targets in the space provided at the end of a minimum of 4 plans for learning per module. A progress review should take place at the start of Stage 2, ideally between you, your mentor and your tutor. At this you will review progress in Stage 1 and set targets for improving observation grades in Stage 2.

References: Appleyard, N & Appleyard, K (2015) Reflective Teaching and Learning in Further Education. Northwich: Critical Publishing.Brookfield, S. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass.Gregson, M & Hillier, Y (2015) Reflective Teaching in Further, Adult and Vocational Education (4th edn). London: BloomsburyRoffey-Barentson, J. and Malthouse, R. (2009) Reflective Practice in the Lifelong Learning Sector. Exeter: Learning Matters Ltd. Rushton, I. and Suter, M. (2012) Reflective Practice in Lifelong Learning. Maidenhead: Open University Press.

OVERVIEW OF TEACHING PRACTICE REQUIREMENTS AND OBSERVED LESSONS

During the programme you should evidence a breadth of teaching practice for a minimum of 130 hours, of which 100 hours will be in the full teaching role (direct contact). Of this, there must be a minimum of 70 hours group teaching and a maximum of 30 hours 1:1. The additional 30 hours will be non-contact and will include involvement in team meetings, IV/EV meetings, interviewing, visits, observations of teaching and CPD activities. You will complete a log of practice (see module checklists) which will provide a record of your engagement in your developing professional practice and show a breadth of practice in relation to different groups, levels or settings.

You will have 8 observed lessons during the programme and 4 of these will be carried out by your course tutor and 4 by your subject specialist mentor, as follows:

Stage 1 Module 1 - Learning, Teaching and Assessment Observation by course tutor and subject specialist mentor Module 2 - Enhancement Observation by course tutor and subject specialist mentor

Stage 2 Module 3 - Curriculum and Society Observation by course tutor and subject specialist mentor Module 4 - Wider Practice and Professional Dvpt Observation by course tutor and subject specialist mentor

Tutors and mentors will comment on all elements of the observation and how these have impacted on the learning of the students you are teaching. Tutors will grade ‘planning for learning’, ‘managing teaching and learning’, ‘promoting inclusion’ and ‘assessment for learning’ (see Lesson Observation Grading Criteria in Programme Handbook). Mentors will grade ‘subject specialist teaching and learning’ and the impact of this on your learners.

You will need to present to your observer:

your teaching file containing the scheme of work evidencing how your plan for learning relates to the scheme, previous plans for learning and teaching resources NB. This includes all previous tutor and mentor observation feedback forms

a completed plan for learning using the Plymouth University (PU) template resources you intend to use your individual Reflective Development Plan to show which targets you are working towards.

After the observation you will need to:

engage in a feedback discussion with the observer complete the evaluation section of the plan for learning including the impact you have had on three different learners, set targets and discuss

these with your mentor, who may annotate and / or add comments and suggest any further targets finalise the process by adding any targets, noting progress towards these and reflecting on your development and impact on your

students’ learning, in the Reflective Development Plan in your Professional Portfolio.

Postgraduate Certificate in Education & Certificate in Education PLAN FOR LEARNING

Teacher:

Programme title and year group:

Awarding body specifications:

Health & Safety:For the purposes of risk assessment, is this lesson classed as ‘routine classroom activity’:

Yes / No

If no, please attach an appropriate risk assessment

Unit/module title: Session location and time:

Session topic: Session date:

Minimum core. I will support learners' ability by:

Session Aim/s - a sentence making clear the broad statement of intent:

Intended Learning Outcomes - by the end of the session learners will have/be able to

Differentiation strategies for this session, with reference to your group’s profile:

How does/did this session provide opportunities for developing understanding of issues of social justice and community cohesion, such as promoting equality, recognising and celebrating diversity or the inclusion of education for sustainable development and British values?

How you will embed Functional maths, English, ICT and employability skills for learners to develop in the session? For example, see STEMNET, Exeter...

Anticipated Issues Plan for these

Time Content and Outcomes

Learner Activities Teacher Roles and Activities

Resources How is learning, progress and impact

being checked?

Can replace this

page with college Plan for learning

Session evaluation

Following the session, use a recognised model of reflection of your choice to critically evaluate the impact of your lesson. In particular consider the impact of your session in terms of:

learner achievement of learning outcomes learner developments in their employability skills and functional skills learner feedback on lesson the professional standards addressed

To help structure your written reflections, focus specifically on 3 of the learners and the impact of this session in terms of their progress and development, making links to underpinning educational theory.

State the targets you have devised from this evaluation and transfer them to your Reflective Development Plan for further development:

Module 1 – Learning, Teaching and Assessment

Contents – please submit in this order and include this checklist with your submission

Tick

* PP front sheet – Enhanced DBS Check Number must be included to Pass

* Reflective Development Plan (this should be shown to your observers, so they

are aware of your targets) to include targets informed by your first self-

assessment of the professional standards PS3. PS10. PS12. PS15. PS16. PS17. PS18.

Log of professional practice

Record of Professional Practice: Breadth of Experience

Tutor observation feedback, with evaluated plan for learning on PU template.

NB Make a copy of all observation feedback forms for inclusion in your Teaching

File

PL Evaluated

Subject Specialist Mentor observation feedback, with evaluated plan for learning

on PU template. NB Make a copy of all observation feedback forms for inclusion

in your Teaching File

PL Evaluated

Six hours of evaluated plan for learning with targets on a minimum total of 4 plans for learning including the plans for learning from tutor and mentor observed sessions. The evaluations must include reflections on the impact you

have had on three different learners.

PL Evaluated

Evidence of engagement with in-class/guided study Minimum Core activities e.g.

Initial Assessment print outs and Government priorities such as English and

Maths activities

Evidence of Safeguarding Training - You must undertake the training from your placement/practice. NB If your organisation does not provide certificated training you must include evidence of undertaking the current ETF online safeguarding in FE training (you will need to create a free account Education and Training Foundation Teaching online Safeguarding course).

Coursework Task

NB You must submit your observations and the log of practice at each submission date in order to be able to progress.

* These documents will become your pen portrait in the event of an Ofsted Inspection

Reflective Development PlanUpdate and submit with each module and show to your observers at each observation.

You should add rows as necessary and shade targets set in previous modules. This RDP, along with other materials in the Professional Portfolio, can provide evidence for meeting all of the Professional Standards as you progress.

DateSpecific measurable target and action to be taken

Reflection on progress Impact on student learning

Targets created from your interview, initial assessments, and the induction processes

Intended Impact:Actual Impact:

Targets informed by your reflections on meeting the professional standards, including targets to address any specific professional standards you have not met, yet.

Intended Impact:Actual Impact:

Targets for the development of your own academic, Maths, English and ICT skills and how you will support your learners’ development of their skills (including targets from course assignment feedback)

Intended Impact:Actual Impact:

Targets for development of subject specialist and generic pedagogical skills, knowledge and practice, including all targets from module observation feedback, plans for learning evaluations and end of stage reports. Map your entries to a) subject pedagogical practice, b) subject specialist knowledge and c) assessment practices that promote learning.

Intended Impact:Actual Impact:

Targets for improving approaches to differentiation, promoting equality, recognising diversity and challenging discrimination referring to the ‘protected characteristics’ listed in the Equality Act 2010, British values, Prevent and any other current and relevant policies in practice

Intended Impact:Actual Impact:

Targets for developing employability for you, and your learners. NB In the final module, DLLS 580/780, include targets for professional formation.

Intended Impact:Actual Impact:

Module 1 - Learning, Teaching and AssessmentLog of Professional PracticeEvidence a breadth of teaching practice to include 25 hours (minimum of 10 for FT students with remainder to add to following modules) of group teaching (70%) and 1:1 teaching (30%) where you have responsibility for students learning, as well as 7.5 hrs non-direct contact which includes team meetings, IV/EV meetings, interviewing, visits, observations of teaching and other college CPD activities. Please show your weekly timetable of practice and indicate the session/s below for which you are including the plans for learning to meet the 6 hours required in a minimum of 4 plans for learning.Weekly Timetable

Monday Tuesday Wednesday Thursday Fridayam

pm

eve

Log of Professional Practice Date No of Hours No in Briefly, state if session was an observation, the subject

and level of any direct teaching, the nature of any non-direct contact and highlight plans for learning submitted

Direct Non-direct group

Total this sheet:

I confirm the trainee has carried out the hours as detailed and has shown at least satisfactory evidence of subject pedagogy development in carrying out the above practice and has made satisfactory progress towards meeting the programme requirements during this period.

Mentor signature and date:

Cumula-tive total to date

Record of Professional Practice: Breadth of ExperienceStart this in Module 1 – LTA and continue to update and submit it with Module 4 - WPPD

Name: Location: Date:

It is important to keep a record of the range of contexts and settings for teaching and learning in the Further Education and Skills Sector, which you experience whilst in your PGCE/Cert Ed teacher training course. This might include: a range of learners (e.g. different assessment levels, qualifications, ages, ethnic backgrounds, genders, individual needs) observations of qualified teachers and peers; working in partnership with colleagues/those outside the organisation to support learners; tutorials; assessment etc. You can also draw upon your experiences from shadowing other teachers and our mentor.Typical Breadth of Experiences include:

Small or large group teaching Field trip One-to-one tutorials Giving formative feedback

Making reasonable adjustments for disability

Working at different academic levels

eLearning Working with ESOL/EAL

Date Type of practice experience

Details Profile of learners and level of course

Impact on your practice and learners, noting any relevant professional standards addressed

e.g.

12 Jan 17 

 Small group tutorials

Supported 3 hours of small group tutorials to review progress and help learners set ILP targets

 Level 2 Hair and Beautyevening group (age 16-54, mostly mature learners, one male)

Different strategies for teaching adults i.e. more negotiation of content and style of lessons – how would this work with my foundation Level 1 school leavers? Be aware of including male learner and ensure resources for sessions include images of male and female role models

     

Module 2 – Enhancement

Contents – please submit in this order and include this checklist with your submission

Tick

* PP front sheet – Enhanced DBS Disclosure Number must be included to

achieve a Pass

* Reflective Development Plan, reviewed and further developed since

previous module (this should be shown to your observers, so they are aware

of your targets) PS2. PS4. PS6. PS8. PS9. PS11

* Reflective summary on professional development

* End of Stage 1 Mentor Report

Log of professional practice

Tutor observation feedback, with evaluated plan for learning on PU template

NB Make a copy of all observation feedback forms for inclusion in your

Teaching File

LP Evaluated

Subject Specialist Mentor observation feedback and evaluated plan for

learning on PU template NB Make a copy of all observation feedback forms

for inclusion in your Teaching File

LP Evaluated

Six hours of evaluated plans for learning with targets on a minimum of 4 plans

for learning. The evaluations must include reflections on the impact you have

had on three different learners. These include the plans for learning from tutor

and mentor observed sessions.

LP Evaluated

Evidence of engagement with in-class/guided study Minimum Core activities

– ESOL/EAL

Coursework Task

NB You must submit your observations and the log of practice at each submission date in order to be able to progress.

* These documents will become your pen portrait in the event of an Ofsted Inspection

Module 2 – Reflective summary on professional development

Write a 500-750 word reflective summary on progress you have made in your professional development so far. You should make reference to the professional standards individually or collectively. You can make use of the ETF professional standards pages particularly the ‘Workbook for teaching Staff’ and the online self-assessment tool (there is provision for you to export pages as a PDF file) to help develop your reflective summary. Use a recognised model of reflection of your choosing and, where possible, link your reflections to your practice evidence, such as plan for learning evaluations, RDP and coursework submissions.

NB Any actions or targets that arise as part of this reflection can be transferred to the relevant part of your Reflective Development Plan.

Reflective summary on progress in meeting the professional standards

Continue on further sheets as necessary …

End of Stage 1 – Mentor Report Name of trainee:

Expectations of the trainee by the end of Stage 1Trainee teachers will develop at different rates depending on a variety of factors e.g. PT or FT; previous teaching experience. To support their development you will have regularly reviewed the levels of expectations below. Based on your overall evaluation of the trainee at this point, you should indicate to what standard these expectations have been met. By the end of stage 1 your trainee should be able to take on the teaching role to a satisfactory level or better in all the areas below. Using the headings overleaf, please state their strengths, areas for development and set targets with the trainee that they can transfer to their Reflective Development Plan for action in the remaining part of their course.

Mentor to make an overall evaluation of the trainee against each of these expectations. If you feel that the trainee is not as yet making satisfactory progress please contact your placement/mentor coordinator, or College contact, and consider raising an early alert form. See the Mentor Handbook and Placement Policy for further guidance on this procedure.

CommentThe Trainee can consistently devise an effective plans for learning for the subject they teach including promotion of behaviours that support learning and have a recognisable impact on their students’ learning.

The Trainee consistently demonstrates well-developed subject knowledge teaching using different and engaging approaches, including explanation and addressing common errors and misconceptions, as well as contextualising content within the wider setting where applicable.

The Trainee consistently and effectively embeds English, maths, ICT and employability skills where appropriate within their teaching.

The Trainee consistently and effectively embeds differentiation in their teaching.

The Trainee consistently and effectively promotes equality and recognises diversity within their teaching.

Trainee is able to conduct assessments and feedback effectively including marking of student work where applicable.

Trainee is able to teach with minimal supervision.

Based on the evaluation above, develop and set targets that the trainee can transfer to their Reflective Development PlanParticular Strengths based on your evaluations

1.

2.

3.

Areas for Development based on your evaluations

1.

2.

3.

Additional Comments

Mentor Signature: Print name: Date:

Module 2 - EnhancementTimetable and Log of Professional PracticeEvidence a breadth of teaching practice to include minimum of 25 hours (+ remaining hrs from 1st

module for FT trainees) of group teaching (70%) and 1:1 teaching (30%), as well as 7.5 hrs non-direct contact including team meetings, IV/EV meetings, interviewing, visits, observations of teaching and other college CPD activities. Please show your weekly timetable of practice and indicate the session/s below for which you are including the plans for learning to meet the 6 hrs. required in a minimum of 4 plans for learning.

Weekly TimetableMonday Tuesday Wednesday Thursday Friday

am

pm

eve

Log of Professional Practice Date No of Hours No in Briefly, state if session was an observation, the subject

and level of any direct teaching, the nature of any non-direct contact and highlight plan for learning submitted

Direct Non-direct group

Total this sheet:

I confirm the trainee has carried out the hours as detailed and has shown at least satisfactory evidence of subject pedagogy development in carrying out the above practice and has made satisfactory progress towards meeting the programme requirements during this period.

Mentor signature and date:

Cumula-tive total to date

Module 3 – Curriculum and Society

Contents – please submit in this order and include this checklist with your submission

Tick

* PP front sheet – DBS statement must be signed and dated at start of Stage

2 to achieve a Pass

* Reflective Development Plan (this should be shown to your observers, so

they are aware of your targets) to include targets informed by your self-

assessment of the professional standards PS1. PS5. PS7. PS13. PS14. PS19. PS20

Log of professional practice

Tutor observation feedback, with evaluated plan for learning on PU template

NB Make a copy of all observation feedback forms for inclusion in your

Teaching File

LP Evaluated

Subject Specialist Mentor observation feedback and evaluated plan for

learning on PU template NB Make a copy of all observation feedback forms

for inclusion in your Teaching File

LP Evaluated

Six hours of evaluated plans for learning with targets on a minimum of 4 plans

for learning. The evaluations must include reflections on the impact you have

had on three different learners. These include plans for learning from tutor

and mentor observed sessions.

LP Evaluated

Coursework Task

NB You must submit your observations and the log of practice at each submission date in order to be able to progress.

* These documents will become your pen portrait in the event of an Ofsted Inspection

Module 3 – Curriculum and SocietyLog of Professional PracticeEvidence a breadth of teaching practice to include 25 hours of group teaching (70%) and 1:1 teaching (30%), as well as 7.5 hrs non-direct contact which includes team meetings, IV/EV meetings, interviewing, visits, observations of teaching and other college CPD activities. Please show your weekly timetable of practice and indicate the session/s below for which you are including the plans for learning to meet the 6 hours required in a minimum of 4 plans for learning.

Weekly TimetableMonday Tuesday Wednesday Thursday Friday

am

pm

eve

Log of Professional Practice Date No of Hours No in Briefly, state if session was an observation, the subject

and level of any direct teaching, the nature of any non-direct contact and highlight plan for learning submitted

Direct Non-direct group

Total this sheet:

I confirm the trainee has carried out the hours as detailed and has shown at least satisfactory evidence of subject pedagogy development in carrying out the above practice and has made satisfactory progress towards meeting the programme requirements during this period.

Mentor signature and date:

Cumula-tive total to date

Module 4 – Wider Practice and Professional Development

Contents – please submit in this order and include this checklist with your submission

Tick

* PP front sheet – DBS statement must be signed and dated at start of

Stage 2 to achieve a Pass

*Reflective Development Plan, reviewed and further developed since

previous modules and to include targets for Professional Formation

* Reflective Summary on Professional Development and Action Planning

* End of Stage 2 Mentor Report

Log of professional practice

Completed Record of Professional Practice: Breadth of Experience.

Updated since Module 1

Tutor observation feedback with evaluated plan for learning on PU template

NB Make a copy of all observation feedback forms for inclusion in your

Teaching File

PL Evaluated

Subject Specialist Mentor observation feedback, with evaluated plan for

learning on PU template NB Make a copy of all observation feedback forms

for inclusion in your Teaching File

PL Evaluated

Six hours of evaluated plans for learning with targets on a minimum of 4

plans for learning. The evaluations must include reflections on the impact

you have had on three different learners. These include plans for learning

from tutor and mentor observed sessions.

PL Evaluated

Coursework task

NB You must submit your observations and the log of practice at each submission date in order to be able to progress.

* These documents will become your pen portrait in the event of an Ofsted Inspection

Module 4 –Reflective Summary on Professional Development and Action Planning

Write a 500-750 word reflective summary of the 3 areas – Professional Values and Attributes, Knowledge and Understanding and Skills within the professional standards and looking ahead to your first year of teaching and professional formation. You can make use of the ETF professional standards pages particularly the ‘Workbook for teaching Staff’ and the online self-assessment tool (there is provision for you to export pages as a PDF file) that was started in module 2 to help develop your reflective summary. Use a recognised model of reflection of your choosing and, where possible, link your reflections to your practice evidence, such as plan for learning evaluations, RDP and coursework submissions.

NB Any actions or targets that arise as part of this reflection can be transferred to the relevant part of your Reflective Development Plan.

Reflective summary on practice development and planning for your first year of teaching and professional formation

Continue on further sheets as necessary …

End of Stage 2 – Mentor Report Name of trainee:

Expectations of the trainee by the end of Stage 2Trainee teachers will develop at different rates depending on a variety of factors e.g. PT or FT; previous teaching experience. To support their development you will have regularly reviewed the levels of expectations below. Based on your overall evaluation of the trainee at this point, you should indicate to what standard these expectations have been met. By the end of stage 2 the trainee should be able to take on the teaching role to a good level or better in all the areas below. Using the headings overleaf, please state their strengths, areas for development and set targets with the trainee that they can work on going forward in their first year/future years as a qualified teacher.

Mentor to make an overall evaluation of the trainee against each of these expectations. If you feel that the trainee is not making satisfactory progress please contact your placement/mentor coordinator, or College contact, and consider raising an early alert form. See the Mentor Handbook and Placement Policy for further guidance on this procedure.

Comment

The Trainee can consistently devise an effective plan for learning for the subject they teach including promotion of behaviours that support learning and have a recognisable impact on their students’ learning.

The Trainee consistently demonstrates well-developed subject knowledge teaching using different and engaging approaches, including explanation and addressing common errors and misconceptions, as well as contextualising content within the wider setting where applicable.

The Trainee consistently and effectively embeds English, maths, ICT and employability skills where appropriate within their teaching.

The Trainee consistently and effectively embeds differentiation in their teaching.

The Trainee consistently and effectively promotes equality and recognises diversity within their teaching.

Trainee is able to conduct assessments and feedback effectively including marking of student work where applicable.

Trainee is able to teach with minimal supervision.

Based on the evaluation above, agree areas for development that the trainee can take into their future teaching careersParticular Strengths based on your evaluations

1.

2.

3.

Areas for Development based on your evaluations

1.

2.

3.

Additional Comments

Mentor Signature: Print name: Date:

Module 4 – Wider Practice and Professional DevelopmentLog of Professional PracticeEvidence a breadth of teaching practice to include 25 hours of group teaching (70%) and 1:1 teaching (30%), as well as 7.5 hrs non-direct contact which includes team meetings, IV/EV meetings, interviewing, visits, observations of teaching and other college CPD activities. Please show your weekly timetable of practice and indicate the session/s below for which you are including the plans for learning to meet the 6 hours required in a minimum of 4 plans for learning.Weekly Timetable

Monday Tuesday Wednesday Thursday Fridayam

pm

eve

Log of Professional Practice Date No of Hours No in Briefly, state if session was an observation, the subject

and level of any direct teaching, the nature of any non-direct contact and highlight plan for learning submitted

Direct Non-direct group

Total this sheet:

I confirm the trainee has carried out the hours as detailed and has shown at least satisfactory evidence of subject pedagogy development in carrying out the above practice and has made satisfactory progress towards meeting the programme requirements during this period.

Mentor signature and date:

Cumulative total to date

Record of Professional Practice: Breadth of ExperienceStart this in Module 1 - LTA, and complete it in Module 4 - WPPD

Name: Location : Date:

It is important to keep a record of the range of contexts and settings for teaching and learning in the Further Education and Skills Sector that you have experienced whilst in your Cert Ed/PGCE teacher training course. This might include a range of learners (e.g. different assessment levels, ages, ethnic backgrounds, genders, individual needs), observations of qualified teachers and peers, working in partnership with colleagues/those outside the organisation to support learners, tutorials, assessment, etc.

Date Type of practice experience

Details Profile of learners and level of course

Impact on your practice and learners