Top Banner
PGCE Trainees' Handbook 2019 – 2020 Science 11-16 (With Post-16 Enhancement)
87

PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

Jan 18, 2020

Download

Documents

dariahiddleston
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainees' Handbook 2019 – 2020

Science

11-16(With Post-16 Enhancement)

Page 2: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

2

ContentsInduction Week Timetable 2019-20........................................................................................4First Week Check List ............................................................................................................7University Tutors ....................................................................................................................7Qualified Teacher Status (QTS) .............................................................................................8Post-16 Enhancement............................................................................................................8PGCE Key Trainee Dates 2019 – 2020 .................................................................................9PGCE Course Staff ..............................................................................................................12Permitted Absence, Self-Certification and Health & Safety..................................................13Leave of Absence.................................................................................................................14Trainee Representatives ......................................................................................................15Course Aims.........................................................................................................................15Course Structure ..................................................................................................................16

PGCE Calendar 2019–2020: Core ..................................................................................17PGCE Calendar 2019 – 2020 – Pathfinder School Direct ................................................18PGCE Calendar 2019 – 2020 – YTSA School Direct .......................................................19PGCE Calendar 2019 – 2020 – All Saints School Direct..................................................20

Autumn Term: PGCE Induction Programme and Placement 1 ............................................21Whole School Issues ........................................................................................................21Curriculum Area Courses .................................................................................................21School placement .............................................................................................................21Placement 1 Block 1 – Autumn Term ...............................................................................22Autumn Term Assessment ...............................................................................................23Placement 1 – Block 2 - Spring Term (four weeks up to half-term): .................................24Spring Term Assessment .................................................................................................25

Spring and Summer Terms – University and Placement 2 ..................................................26Transition Week – Placement 1 into Placement 2 (1 week before February half term)....26Placement 2 (February to May) ........................................................................................27Summer Term Assessment – Placement 2 ......................................................................32

Summer Term - PGCE Summer Programme.......................................................................33Professional Enrichment (Monday 8 June – Friday 19 June 2020) ..................................33Summer Term Assessment – Summer Programme.........................................................34Summer Programme - Whole School Issues....................................................................35Summer programme - Curriculum Area Sessions ............................................................36

Overall Assessment for your PGCE .....................................................................................37Attendance........................................................................................................................37Classroom teaching and involvement in school life ..........................................................37Fitness to Practice ............................................................................................................38

Page 3: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

3

Assignments .....................................................................................................................38Self-evaluation ..................................................................................................................39

Evaluations...........................................................................................................................44External Examiners ..............................................................................................................44PGCE Board of Examiners...................................................................................................45Extension Placements..........................................................................................................45Teachers’ Standards (DfE, 2012).........................................................................................47Facilities and Resources for Trainees ..................................................................................48Trainees’ Responsibilities.....................................................................................................50PGCE: Financial Arrangements ..........................................................................................51Professional Associations ....................................................................................................52Your First Teaching Post......................................................................................................52PGCE Glossary ....................................................................................................................542019-20 Trainee Checklist for the Autumn Term .................................................................56

School Placement 1..........................................................................................................56School Placement 2..........................................................................................................57

PGCE Science Handbook 2019-2020..................................................................................59Introduction...........................................................................................................................59PGCE Science – Timetable..................................................................................................61

CA Sessions Autumn Term ..............................................................................................61CA Sessions Spring Term ................................................................................................62CA sessions - summer term .............................................................................................62

Science PGCE Course - Preparing for Sessions .................................................................63Professional Enrichment ......................................................................................................77Expected Learning Opportunities in School .........................................................................78School Placements...............................................................................................................78Teaching Files ......................................................................................................................80ICT Evidence........................................................................................................................81Assessment File, ICT and Subject Development Documents..............................................81Standards Profile..................................................................................................................83Pedagogic Subject (PSK).....................................................................................................84Facilities and Resources for Science Trainees ....................................................................85Reading List .........................................................................................................................86Disclaimer.............................................................................................................................87

Page 4: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

4

Induction Week Timetable 2019-20All rooms can be found on the interactive campus map: https://www.york.ac.uk/map/

Monday 16th September 2019 – Orientation Day

Time Event Presenter Room Number8.30 – 9.00 Check-in, collect course

documentation (complete outstanding documentation)

BB/002 (150)

9.00 – 10.15 Welcome and Introduction to the Course

Paul Wakeling, HOD;Claire Smith, Director of ITT

BB/002 (150)

10.15 – 10.45 Break10.45 – 12.00 Curriculum Area Session 1 CA Leaders English – D/L/116 (30)

History – V/N/123 (30)Maths – AEW/106 (30)MFL – AEW/105 (30)Science – A/D/017 (Lab) (40)

12.00 – 13.00 Lunch13.00 – 15.00 Curriculum Area Session 2 CA Leaders English – D/L/116 (30)

History – V/N/123 (30)Maths – AEW/106 (30)MFL – AEW/105 (30)Science – A/D/017 (Lab) (40)

15.15 – 16.00 Welcome afternoon tea All staff & students B/T/005 (150)

Tuesday 17th September 2019 – Theme 1 – Understanding QTS Assessment

Time Event Presenter Room Number9.00 – 10.30 School Placements Claire Smith, DITT B/T/005 (150)10.30-11.00 Break11.00 – 12.00 Introduction to the Teacher

Standards/The Standards ProfileGp 1 - Catherine Shawyer, Deputy Director of ITTGp 2 - Simon Quinnell, Lead CA tutor, Science

Group 1Engl, Hist, Maths

C/B/101 (80)

Group 2MFL, Sci

C/B/102 (60)

12.00 – 13.00 Lunch – OPTIONAL PGCE Career Changers Meeting – TBC (20)Claire Smith, DITT

13.00 – 15.30 Curriculum Area Session 3 – A focus on how to keep organised(Assessment File, Teaching Files, Standards Profile work, folders)

CA Leaders English – D/L/116 (30)History – VX/230 (30)Maths – D/L/003 (30)MFL – AEW/105 (30)Science – A/D/017 (40)

15.30 - 16.00 Drop in session Claire Smith, DITT D/K/026a

Page 5: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

5

Wednesday 18th September 2019 – Theme 2 – PGCE Academic Expectations (YTSA trainees not on campus)

Time Event Presenter Room Number

9.00 - 10.30 Assessment Overview – writing at PG levelIntroduction to Assignment 1 – lesson observation briefing

Helen SnelsonLead CA tutor, HistHelen GrangerLead CA tutor, Maths

ATB/056 (150)

10.30 – 11.00 Break11.00 – 12:00 Managing workload in your

PGCE year, stress busting techniques, fostering good working habits

Leanne Mason,Lead CA tutor, Science

ATB/056 (150)

1200 – 13.00 Lunch – COMPULSORY PGCE Scholarship Trainee Meeting – TBC (20)Claire Smith, DITT

13.00 – 15.00 CA Session 4A focus on unpacking Assignment 1 from a subject perspective

CA Leaders English – D/L/116 (30)History – VX/230 (30)Maths – D/L/003 (30)MFL – AEW/105 (30)Science – A/D/017 (40)

15.00 – 15.30 OPTIONAL – Introduction to how the library can support your PGCE at Masters level

Tony Wilson,Library Services

ATB/056 (150)

Thursday 19th September 2019 – Theme 3 – Reflective practice (primary debrief) (PFTSA trainees not on campus; DOMTSA trainees not on campus (pm))

Time Event Presenter Room Number9.00– 10.45 The reflective practitioner -

debriefing using the case study of Primary School Placement

Groups and rooms to be allocated on the day in lecture.

Spring Lane Building – 10 groups of 12 maxLM: SLB/201 CSh: SLB/202MBW: SLB/203 YB: SLB/211CC: SLB/ 205 HS: SLB/204SQ: SLB/207 HG: SLB/206JB: SLB/209 AS: SLB/208

10.45 – 11.15 Break11.15 – 13.00 Issues in Primary Education –

what our reflections are telling us about KS1 and KS2.

Luke McNamara, Vice Principal, Outwood PrimaryAcademy, Park Hill, Wakefield

SLB/118 (120)

13.00 – 14.00 Lunch14.00 – 15.30 Teacher Unions and Chartered

CollegeClaire Smith, DITT SLB/118 (120)

Page 6: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

6

Friday 20th September 2019 – Theme 5 – Being the Professional Teacher (PFTSA trainees not on campus)

Time Event Presenter Room Number9.00 – 10.30 Behaviour Management Mirjam Buelher

Lead CA tutor, MFLARC/014 (120)

10.30 - 11.00 Break11.00 – 12.00 Effective Teaching Caroline Capper,

Schools Partnership Facilitator

ARC/014 (120)

12.00 – 1.00 Lunch1.00 – 2.00 Induction on using Google

platform / Using VLE effectively for your PGCE

Documents Google Drive Google Forms Google sites VLE – where to find

what you need Uploading assignments

on VLE

Claire Smith, DITT VLE - Yorkshare

Catherine ShawyerDeputy DITT

Weekly documents to keep updated

Simon QuinnellLead CA tutor, Science

Google Drive Google Sites Twitter

PGCE Administrator Google Forms Uploading

assignments Google Drive for

appendices

ARC/014 (120)

2.00 – 3.00 OPTIONAL – how to avoid plagiarism

Stephen Gows, Academic Integrity Unit

ARC/014 (120)

2.00 onwards Catch up time: see induction presentation for links Accessing the PGCE VLE site – navigate to WSI and to your subject pages in first

instance Safeguarding training – North Yorkshire County Council link Prevent Training – gov.uk link Induction week paperwork – checklist Authorised Driver forms - if you intend to use your own car for placement travel during

the PGCE year, you are required to register with the university as an authorised driver. Setting up your Standards Profile for the year:

Google Sites (Engl, Maths, Hist) Pebblepad (Sci, MFL)

Page 7: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

7

First Week Check ListHave you completed the following?

By Monday 23rd September:

o Emailed/Uploaded a scanned in primary placement signed certificate

o Completed Trainee's Information Sheet (Form A) Google Form

o Completed and uploaded ICT audit (Form B) and uploaded onto Google Sites (Maths, English, History)/ into Pebblepad as an asset (Science, MFL)

o Set up and shared your PGCE Standards Profile with your CA tutors and the DITT

o Signed/uploaded the PGCE Code of Conduct to Google Form/Pebblepad

o Signed/uploaded the Photograph, DBS, and Contact Permissions Form to Google Form/Pebblepad

o Completed and submitted centrally to the university authorised driver paperwork if you intend to use your car during your PGCE year

Data Sharing

Please be aware that data relating to: your personal details (including sensitive personal information); information from your application; your course progressions, funding and completion of your studies

Will be shared throughout the PGCE year with: school partners; Department for Education (DFE); Higher Education Statistics Agency (HESA); Internal University committees and other organisations

on a need to know basis, and in accordance with statutory GDPR requirements.

DBS Certificates

The university will supply each of your placement schools and Professional Enrichment locations with your DBS (Disclosure and Barring Service) number only.

Your DBS certificate is your personal property, and should be treated as an essential document to be kept safe at all times.

Every year a few PGCE students lose their DBS certificate – keep it safe – we cannot help you with replacing this.

University TutorsYou will be allocated a University Tutor during Induction Week – this person will be your main support tutor during your PGCE year and will likely be within your subject area.

Page 8: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

8

Qualified Teacher Status (QTS)On successfully completing all elements of the PGCE, including meeting of all the Teachers’ Standards, (DfE, 2012), you will be:

awarded a PGCE with 60 Masters Level credits from the University of York recommended for QTS with the Department for Education. The DfE will then send

you your unique teacher reference number, which again you should keep safe. You will use this number for any job applications, your pension etc throughout your career.

After you have received your teacher reference number from the DfE, you are entitled to begin your Induction period as a newly qualified teacher in your first post.

Post-16 EnhancementThe PGCE at the University of York is an 11-16 qualification with post-16 enhancement.

As part of your Post-16 Enhancement, you can be involved in some of the following activities across the programme during either placement, during Professional Enrichment, or during the Summer Programme:

Planning, resourcing and teaching A level lessons in your subject Planning, resourcing and teaching linked subjects e.g. General Studies Pastoral experience with a sixth form tutor group Individual coaching and mentoring of Post 16 students Support for careers and Post 18 study Team planning and teaching Marking and ‘ghost’ marking of A-level/post-16 qualification work Involvement in Post 16 clubs and enrichment activities Post 16 Parents’ Evenings Revision sessions Reviewing exam specifications and mark schemes Planning schemes of work for Post 16 Observation and teaching of BTEC groups

If you are placed in an 11-18 setting, you should take advantage of any of the above opportunities. No trainee is guaranteed a post-16 placement setting, so some trainees choose to use their professional enrichment period specifically for this purpose

Page 9: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Key Trainee Dates 2019 – 2020Starting Date Event

w/c Mon 9 Sept CORE - Primary School ExperienceDOMTSA - Primary School ExperiencePFTSA – Pathfinder Induction WeekYTSA – YTSA Induction Days; YTSA Primary Placement; YTSA school placement visits

w/c Mon 16 Sept University Induction Week[PFTSA SD trainees at hub Thurs/Fri; YTSA SD trainees at hub Wed; All Saints SD trainees at hub Thurs (pm); Core trainees at UoY all week]

Tues 24th Sept

Friday 27th Sept

First Day of School Placement 1 – school-based serial visit days: Tues & Thurs weeks 3, 4, 5, 6, 7 up to half termSubject Rep meeting (D/L/105-1215-1300)

w/c Mon 28 Oct

Fri 1 Nov

HALF TERM week (York, Leeds, N. Yorks)Directed study time: work on writing up your Assignment 1Drop in surgeries will be scheduled during this weekAssignment 1 due

w/c Mon 4 Nov18 Nov – 6 Dec

School Placement 1 Block 1 Teaching Placement (6 weeks)University Tutor Monitoring visits (Nov/Dec)

Friday 6 Dec Deadline for completion of Placement 1 Review 1 by mentor and trainee (Form D)

w/c Mon 2 Dec Assignment 1 marks and feedback released

w/c 16 Dec

Friday 19 Dec

Final days of Placement 1 before Christmas (Tues 17th, Thurs 19th)Placement 1 Review 1 due if not submitted yet (Placement 1, Block 1)Subject Rep meeting (D/L/105 -12.15pm)End of Term

w/c 23 Dec, w/c 30 Dec CHRISTMAS BREAK (York, Leeds, N. Yorks)

w/c Mon 6 Jan

Mon 6 Jan, Wed 8 Jan, Thurs 9 Jan, Fri 10 JanTues 7 Jan

Fri 10 Jan

One week of University-based activitiesEvaluation of Autumn TermCA sessions

WSI sessionsUpload Placement 1 Block 2 timetable information (Form G), and email to University Tutor (to arrange Placement 1 formal university tutor visit)

w/c Mon 13 Jan

20 Jan – 7 FebFri 7 Feb

School Placement 1 Block 2 (4 weeks) - build up to consistent 50% TimetableUniversity tutor’s first formal visit to schoolsDeadline for completion of Placement 1 Review 2 by mentor and trainee (Form I)

Mon 10-14 Feb Placement transition week

Page 10: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

10

Starting Date Event

Tues 11 Feb, Thurs 13 FebMon 10 Feb, Fri 14 FebWed 12 FebFri 14 Feb

Induction Visits to Second Placement SchoolCA sessionsWSI sessionsAssignment 2 due / Trainees’ evaluation of Placement 1

17 Feb – 21 Feb HALF TERM BREAK (York, Leeds, N. Yorks)

Mon 24 Feb Placement 2 Block 1 Begins (6 weeks)

Monday 2 Mar Upload Placement 1 Block 2 timetable information (Form H), and email to University Tutor (to arrange Placement 2 formal university tutor visit)

w/c Mon Mar 16 Assignment 2 marks and feedback released

Friday 27 Mar University Day for all studentsDeadline for completion of Placement 2 Review 1 by mentor and trainee (Form J)Start Draft of CPD documentStart ethics application for Assignment 3Subject Rep meeting (D/L/105 -12.15pm)

w/c Mon 16 Mar – 27 Mar Follow up visits to schools by university tutors, as required

6 Apr - 17 Apr EASTER BREAK (York, Leeds, N. Yorks)

w/c Mon 20 Apr School Placement 2 Block 2 begins (5 weeks)

w/c Mon 20 or 27 Apr University tutor Standards visits

Fri 8 May MAY BANK HOLIDAYDirected study time: work on writing up your Assignment 3

w/c Mon 4 Mayw/c Mon 11 May

Subject External Examiner visits to schools including meeting cohortChief External Examiner visits to schools including meeting subject reps

w/c Mon 4 May Complete final draft of CPD document and upload, following final Standards visits

Fri 16 May Deadline for completion of Placement 2 Review 2 by mentor and trainee (Form K)

w/c Mon 18 May Final week of Placement 2

Mon 25 May Bank Holiday: Directed study time: work on writing up your Assignment 3

w/c Tues 26 MayAll weekTues 26, Fri 29 MayWed 27 MayFri 29 May

PGCE Core, PFTSA, YTSA, DOMTSA - University-based activitiesProfessional Enrichment preparationCA sessionsWSI sessionsTrainees’ evaluation of Placement 2Assignment 3 dueProfessional Enrichment Proposal Form due

Wed 27 May Board of Examiners meeting (1300-1500) – May (QTS)

w/c Mon 1 June University-based activities and directed time

Page 11: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

11

Starting Date Event

Mon 1, Tues 2, Wed 3 (pm), Thurs 4, Fri 5 JuneWed 3 June (am)Fri 5 June

CA sessions

WSI sessionsSubject Rep meeting (D/L/105 -12.15pm)

w/c Mon 8 Jun Professional Enrichment Week 1

w/c Mon 15 Jun Professional Enrichment Week 2

Fri 19 June Deadline for final version of CPD Document to tutorDeadline for Professional Enrichment Report upload

w/c Mon 22 Jun – 26 Jun PGCE Core trainees – Final week of university-based activities – to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE YTSA trainees at St Aidans - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE PFTSA trainees at Archbishop Holgates - to include Trainees’ final Course Evaluation and Professional Enrichment presentationsPGCE DOMTSA trainees at All Saints - to include Trainees’ final Course Evaluation and Professional Enrichment presentations

w/c Mon 22 Jun Assignment 3 marks and feedback released

Mon 22 Jun PGCE Core trainees – Final WSI session(pm) Exam Board 2 preparation meeting – all CA lead tutors

Tues 23, Wed 24 (am), Thurs 25, Fri 26 Jun

PGCE Core trainees – CA sessions

Wed 25 Jun Subject and Chief External Examiners' University Visit0900-1100 - in subject areas – meeting CA tutors, assignment 3 sampling, scrutiny of teaching files and Standards Profiles1130-1230 – CEE and Subject External Examiners’ Meeting1230-1400 – CEE meetings with Schools Partnership Representatives1400-1600 - Board of Examiners Exam Board 2 – PGCE and QTS recommendations

Fri 26 Jun End of CourseAll trainees to collect and take away all PGCE CPD documentation, teaching files and assignments from tutors.

Page 12: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

12

PGCE Course StaffUniversity PGCE Lead Tutors

Name Role Extension Email Room #

Professor Paul Wakeling Head of Department 4329 [email protected] D/P/102a

Dr Claire Smith Director of Initial Teacher Training (DITT)

Whole School Issues

3441 [email protected] D/K/026a

Catherine Shawyer Deputy DITT, English Curriculum Area Leader, Partnership Support

3458 [email protected]

D/K/020

Helen Granger Mathematics Curriculum Area Leader, Access Manager

2482 [email protected] D/K/019

Dr Leanne Mason Science Curriculum Area Leader 2995 [email protected] D/K/116b

Simon Quinnell Science Curriculum Area Leader 6377 [email protected] D/K/116a

Mirjam Buehler-Wiley Modern Foreign Languages Curriculum Area Leader

3474 [email protected]

D/K/026B

Helen Snelson History Curriculum Area Leader 3432 [email protected] D/K/023b

University PGCE Tutors

Name Role Extension Email Room #

Dr Jeremy Airey Science Curriculum Area Tutor (Bio) 3475 [email protected] A/D/112

Lynda Mills* MFL Curriculum Area Tutor 3474 [email protected] D/K/026B

Jill Barnard Maths Curriculum Area Tutor 2482 [email protected] D/K/019b

Yvette Bent Schools Partnership Support 3443 [email protected] D/K/019a

Caroline Capper PGCE Schools Partnership Facilitator 3443 [email protected] D/K/019a

Professor Ian Davies WSI Tutor 3452 [email protected] D/L/122

Dr Lynda Dunlop Science Curriculum Area Tutor (Bio) 3442 [email protected] A/D/114

Dave Ellis* First Post Interview Support Tutor 3443 [email protected] D/K/019a

Ruth Lingard* History Curriculum Area Tutor 3432 [email protected] D/K/023b

Liz O’Neill* MFL Curriculum Area Tutor 3474 [email protected] D/K/026B

Moira Steven* Science Curriculum Area Tutor (Phys) 2595 [email protected] A/D/012

Nicola Towle* English Curriculum Area Tutor 3432 [email protected] D/K/023b

*= based off campus/in school for part of the week

Professional Services Staff

Role Extension Email Room #

PGCE Administrator 3454 [email protected] D/M/202

Finance & Resources Administrator 3446 [email protected] D/P/101a

Department Receptionist 3460 [email protected] Reception

Page 13: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

13

Permitted Absence, Self-Certification and Health & SafetyIf you become ill during term, you MUST register your illness through your e:Vision account every day that you are absent from either school or university. This can be found in the "Your Support" section on e:Vision. This is a requirement of the course.

You can self-certify your illness for a maximum of ten days in any given academic year with a maximum of seven days for any one period of illness. If you exceed either of these numbers you will need to obtain a medical certificate from your GP. See the link at:

https://www.york.ac.uk/students/support/health/selfcert/ You also need to notify your university tutor and the PGCE administrator on

[email protected] if you are absent due to illness. If your period of illness falls when you would normally be on a school placement then

you also need to notify the school (your mentor and the Professional Tutor). You should have cover work ready and available to email to school department colleagues for any classes that you will not teach.

PLEASE NOTE:

If you are absent from School or University Sessions for reasons other than illness, ensure you have requested and gained permission, beforehand, for the absence from the Programme Director, Dr Claire E Smith.

Absence is not usually permitted in the PGCE year unless it is for special circumstances(as would be the professional case in school as an employed teacher). Each case is looked at individually – do not assume you will be granted permission to miss either University or School Direct teaching sessions, OR placement days in school.

We cannot grant permission to attend:

weddings christenings family holidays holidays

outside your PGCE terms so please do not plan these to happen in term time (either school placement time OR when university or school direct sessions are happening).

We can grant permission for attending your own graduation ceremony.

For school employment interviews, absence permission is also needed and you will need to request permission from both the Programme Director AND your school staff.

For other employment interviews, absence permission is also needed and you will need to request permission from both the Programme Director AND your school staff. Any such days will be counted as a day of absence in the programme.

For the University policy on Health and safety see: http://www.york.ac.uk/admin/hsas/For your placement school policies on Health and Safety ask your Professional Tutor for a copy of the school’s Health and Safety Policy at the start of each placement.You will keep an attendance log all year for your Assessment File, but your schools will also report on your absence levels in each formal placement review, and your university staff will keep a register for all university sessions.

Page 14: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

14

Continued lateness or absence for either placement or university or school direct based activities is not tolerated for a professional course and will require you to meet with the Director of the course should school or university staff indicate that there is a professional problem with timekeeping or attendance. Persistent patterns of absence are always reported at the final exam boards, and is taken into consideration when making the recommendation for QTS.

Leave of AbsenceSometimes a trainee needs to take time away from their PGCE because of illness, personal circumstances or other reasons. The DITT and the lead CA tutor work with trainees in such circumstances to assess whether or not an LOA might benefit the trainee. In these cases, the University has a formal Leave of Absence procedure which all university students are required to follow.

LOA procedure

The leave of absence procedure (and form) can be found at: https://www.york.ac.uk/students/studying/manage/plan/taught/loa-taught/

The last day of engagement is always listed as the last full day a trainee was in attendance either in university or on school placement.

LOA application and evidence

In order to qualify for an LOA a trainee has to submit accompanying evidence - see: https://www.york.ac.uk/students/studying/manage/plan/taught/loa-taught/#tab-6

Applications for a leave of absence are not approved without supporting evidence.

Be aware that a Leave of Absence is not adjudged by the PGCE team, the Department’s Chair of Board of Studies will have to sign off your request and LOAs can go before the University’s Special Cases Committee also.

If an LOA is granted, the trainee’s return date would normally be at the start of whichever phase a trainee is currently in i.e.

Induction (Sept-Oct) – the following academic year Placement 1 (Nov-Feb) - the following academic year Placement 2 (Feb-May) – the following academic year Summer programme (May-June) – the following academic year

In such cases, the bursary from the DfE is frozen from the last day of engagement listed on the LOA form. Any return would require self-funding for any months in which a trainee’s DfE bursary has already been paid in their first PGCE attempt. For example, if a trainee takes a leave of absence in April, their bursary would not restart until May and June the following year.

Advantages of the LOA choice:

a trainee can create thinking time to see if teaching is indeed what s/he really wishes to do;

a trainee can use the time away from the PGCE to undertake voluntary or paid work in a school as a TA or a cover supervisor or similar to keep his/her hand in the education field, and to help make the decision easier as to whether to continue or not the following year.

a trainee can better prepare him/herself for the professional demands of the teaching role.

a trainee can undertake such work alongside paid part time employment.

Page 15: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

15

a trainee can try out other jobs possibilities to see if s/he feels that they are better suited in another career direction.

LOA returner trainees normally return to the course at the start of the relevant phase the following academic year, alongside some other returner peers from their original cohort. CA tutors and the DITT will normally stay in touch with LOA trainees throughout their period away from the course. The University of York PGCE course has a good success rate with those who choose to return and pursue their PGCE after a period of leave.

Trainee RepresentativesEach Curriculum Area cohort selects one Trainee Representative and one Deputy Trainee Representative.

Trainee reps represent trainee interests and issues via the Trainee Rep meetings (4 during the year), at Graduate Teaching Committee meetings, at Board of Studies meetings and by meeting with the Chief External Examiner (see Calendar). Details of the role of the Student Representatives can be found on the PGCE VLE site.

Each year, the Student Reps meet when needed with:

Any internal university review committees (e.g. periodic review, strategic review) External agencies e.g. Ofsted External Examiners – Student reps are expected to meet with the Chief External

Examiner in May.

Course AimsIt is a government requirement that teacher trainees should meet the Teachers’ Standards (DfE, 2012) laid down by the Secretary of State, in order to be recommended for the award of Qualified Teacher Status (QTS) with the Department for Education.

The aim of the University of York PGCE course is not only to help you reach the Teachers’ Standards, but also to encourage you to examine, in a critical but constructive way, current educational systems and practice. The intention is that you should become skilled members of the teaching profession, who are able to make a full contribution to educational debate and innovations of the future. The University of York PGCE qualification is assessed at Masters level.

During your PGCE year, you are required to track regularly the way in which you consider you are fulfilling the Standards. Your Standards Profile should be used for this tracking process. You should aim to put aside 30-60 minutes a week for this purpose throughout the PGCE course.

• Maths, English and History trainees: you will be asked to download a copy of the Standards profile on Google Sites, at the start of the course. You should keep your copy of the Standards Profile fully updated every half term during the PGCE year.

• MFL and Science trainees: as part of our 2019-20 Pebblepad pilot, you will be asked to keep a Standards profile on Pebblepad, at the start of the course. You should keep your Standards Profile fully updated every half term during the PGCE year.

University Tutors will give you more information about this at the start of the course. Your Standards Profile will be regularly monitored by your University Tutors. You may also wish to share it with your School Mentors and Professional Tutors in your two placements.

Page 16: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

16

Course StructureThe University of York PGCE course is provided through a partnership between the University and regional schools. This ensures that schools are fully involved in the planning, training and assessment of trainees in line with the DfE (2012) requirements.

You will spend two thirds of the course in schools and have the opportunity to gain experience of teaching in at least two schools.

The course pattern is shown overleaf for each PGCE route:

PGCE Core PGCE School Direct – Pathfinder PGCE School Direct – YTSA PGCE School Direct – All Saints

Page 17: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

17

PGCE Calendar 2019–2020: Core

Course Outline – CORE2019-2020 Monday Tuesday Wednesday Thursday FridaySept 09 Primary PlacementSept 16 University of York Induction week/School Direct Induction WeekSept 23 CA WSI CASept 30 CA WSI CAOct 7 CA WSI CAOct 14 CA WSI CAOct 21 CA

School Pl 1WSI & subject

mentoringSchool

WSI

School Pl 1WSI & subject

mentoringSchool

CAHT

All LAs28 Self Study Self-study Self Study Self-study Self Study

Ass 1 dueNov 4Nov 11Nov 18Nov 25Dec 2

9

School Placement 1 Block 1 – 6 weeksRev 1 due 06.12.19

16 CA School Placement 1 WSI School

Placement 1CA

Rev 1 2330

Christmas Holiday – 22.12.19 - 06.01.20 (all LAs)

Jan 6 CA WSI CA CA /Self Study CA132027

Feb 3

School Placement 1 Block 2: Consolidation and development – 4 weeksRev 2 due 07.02.20

School Placement 1 Block 2 – final week

10 CA Induction visit 1 to P2 school WSI Induction visit

1 to P2 schoolCA

Ass 2 dueHT

All LAs17 Half term holiday – North Yorkshire, York, Leeds placement schools

24 School Placement 2 Block 1 – 6 weeksMar 2 School Placement 2 Block 1

9 School Placement 2 Block 116 School Placement 2 Block 1

23 School Placement 2 Block 1 CA/WSIRev 3 due

30 School Placement 2 Block 1

Apr 6 School Placement 2 - North Yorkshire/York Schools (until 19.04)North Yorkshire, York, Leeds - Easter Holiday

Easter - all 13 School Placement 2 - North Yorkshire/York Schools (until 19.04)

North Yorkshire, York, Leeds - Easter Holiday 20 School Placement 2 Block 2 – 5 weeks27 School Placement 2 Block 2

May 4 School Placement Block 2 (External Examiner visits) BH11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due – 16.05.2018 School Placement 2 Block 2 – final week

HT - all 25 BH CA /Study

afternoonWSI

(Exam Board)Self-Study Day CA

Ass 3 dueJune 1 CA CA WSI/CA – Uni CA CA

815 Professional Enrichment

22WSI

session/CA sessions

CA sessionsCA sessions (Final Exam

Board/EE visit)CA sessions CA sessions

Page 18: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

18

PGCE Calendar 2019 – 2020 – Pathfinder School Direct

Course Outline – Pathfinder2019-2020 Monday Tuesday Wednesday Thursday Friday

Sept 09 Pathfinder Induction16 UOY Induction Primary Placement23 CA Pathfinder CA30 CA Pathfinder CA

Oct 7 CA Pathfinder CA14 CA Pathfinder CA21 CA

School Pl 1WSI & subject

mentoring SchoolPathfinder

School Pl 1WSI & subject

mentoring SchoolCA

HT All Las

28 Self Study Self Study Self Study Self Study Self StudyAss 1 due

Nov 4111825

Dec 29

School Placement 1 Block 1 – 6 weeksRev 1 due - 06.12.19

16 CA School Placement 1 Pathfinder Pathfinder CA

2330

Christmas Holiday – 22.12.19 - 06.01.20 (all LAs)

Jan 6 CA Pathfinder CA Pathfinder CA132027

Feb 3

School Placement 1 Block 2: Consolidation and development – 4 weeksRev 2 due 07.02.20

School Placement 1 Block 2 – final week

10 CA Induction visit 1 to P2 school Pathfinder Induction visit 1 to

P2 schoolWSI/CA

Ass 2 dueHTAll Las

17 Half term holiday – North Yorkshire, York, Leeds placement schools

24Mar 2

916

School Placement 2 Block 1 – 6 weeks

23 School Placement 2 Block 1 Rev 3 due 27.03.20 CA/WSI Rev 3 due30 School Placement 2 Block 1 Pathfinder School Placement 2 Block 1

Apr 6 School Placement 2 - North Yorkshire/York Schools (until 19.04) North Yorkshire, York, Leeds - Easter HolidayEaster - all

13 School Placement 2 - North Yorkshire/York Schools (until 19.04) North Yorkshire, York, Leeds - Easter Holiday

2027

School Placement 2 Block 2 – 5 weeks

May 4 School Placement Block 2 (External Examiner visits) BH11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due – 16.05.2018 School Placement 2 Block 2 – final week

HT - all 25 BH

CA (am)Self Study (pm)

WSI (Exam Board)Self Study Day CA

Ass 3 dueJun

e 1 CA CA Pathfinder CA CA

815 Professional Enrichment

22 Pathfinder Pathfinder CA sessions (Final Exam Board/EE visit) CA sessions Pathfinder

Page 19: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

19

PGCE Calendar 2019 – 2020 – YTSA School DirectCourse Outline – YTSA

2019-2020 Monday Tuesday Wednesday Thursday FridaySept 02 Wed 4th – YTSA Induction 1 – At St Aidan’s

09 Primary Placement

16Induction week

Monday, Tuesday, Thursday & Friday at UniversityWednesday YTSA Induction at St Aidan’s

23 CA WSI YTSA CA30 CA WSI YTSA CA

Oct 7 CA WSI YTSA CA14 CA WSI YTSA CA21 CA

School Pl 1WSI & subject

mentoringSchool

WSI YTSA

School Pl 1WSI & subject

mentoringSchool

CAHT All LAs

28 Self Study Self Study Self Study Self Study Self StudyAss 1 due

Nov 4111825

Dec 29

School Placement 1 Block 1 – 6 weeksRev 1 due - 06.12.19

ALL Wednesdays - YTSA Days St Aidan’s

16 CA School Placement 1 WSI YTSA School

Placement 1CA

2330 Christmas Holiday – 22.12.19 - 06.01.20 (all LAs)

Jan 6 CA WSI UNI CA CA /Self Study CA132027

School Placement 1 Block 2: Consolidation and development – 4 weeksRev 2 due 07.02.20

Wednesday 15th and 22nd Jan only - YTSA Days St Aidan’s

Feb 3 School Placement 1 Block 2 final week

10 CA Induction visit 1 to P2 school WSI YTSA Induction visit 1

to P2 schoolWSI/CA

Ass 2 dueHT

All LAs 17 Half term holiday – North Yorkshire, York, Leeds placement schools

24 School Placement 2 Block 1 – 6 weeksMar 2 School Placement 2 Block 1

9 School Placement 2 Block 1Wednesday 11 March - YTSA Day at St Aidan’s

16 School Placement 2 Block 1

23 School Placement 2 Block 1 CA/WSIRev 3 due

30 School Placement 2 Block 1

Apr 6School Placement 2 - North Yorkshire/York Schools (until 19.04)

North Yorkshire, York, Leeds - Easter HolidayEaster

- all 13 School Placement 2 - North Yorkshire/York Schools (until 19.04)North Yorkshire, York, Leeds - Easter Holiday

20 School Placement 2 Block 2 – 5 weeksWednesday 22nd May - YTSA Day at St Aidan’s

27 School Placement 2 Block 2May 4 School Placement Block 2 (External Examiner visits) BH

11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due – 16.05.2018 School Placement 2 Block 2 – final week

HT - all 25 BH CA/Self Study

afternoon

WSI(Exam Board) Self Study Day CA

Ass 3 due

June 1 CA CA WSI/CA – Uni CA CA

8

15

Professional EnrichmentWednesday 10th June - YTSA St Aidan’s

22

YTSA WSI (Prof

Enrichment Feedback) - St Aidan’s

CA Sessions - UoY

CA sessions – UoY (Final Exam Board/EE visit)

YTSA - Celebration at

St Aidan’s

CA – UoYFinal Day of

Course

Page 20: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

20

PGCE Calendar 2019 – 2020 – All Saints School DirectCourse Outline - All Saints (DOMTSA)

2019-2020 Monday Tuesday Wednesday Thursday FridaySept 09 Primary Placement

16 University of York Induction week/School Direct Induction WeekThursday 19th Sept (pm) - All Saints

23 CA WSI CA30 CA WSI CA

Oct 7 CA WSI CA14 CA WSI CA21 CA

School Pl 1WSI & subject

mentoringSchool

WSI

School Pl 1WSI & subject

mentoringSchool

CAHT All LAs

28 Self-study Self-study Self-study Self-study Self-studyAss 1 due

Nov 4111825

Dec 29

School Placement 1 Block 1 - 6 weeksRev 1 due

16 CA School Placement 1 WSI School

Placement 1CA

Rev 1 2330

Christmas Holiday: North Yorkshire, York, Leeds

Jan 6 CA WSI CA CA /Self Study CA132027

Feb 3

School Placement 1 Block 2: Consolidation and development - 4 weeksRev 2 due

School Placement 1 Block 2 - final week

10 CA Induction visit 1 to P2 school WSI Induction visit 1

to P2 schoolCA

Ass 2 dueHTAll

LAs17 Half term holiday: North Yorkshire, York, Leeds placement schools

24 School Placement 2 Block 1 - 6 weeksMar 2 School Placement 2 Block 1

9 School Placement 2 Block 116 School Placement 2 Block 1

23 School Placement 2 Block 1 Rev 3 due CA/WSIRev 3 due

30 School Placement 2 Block 1

Apr 6 School Placement 2 - North Yorkshire/York SchoolsEaster Holiday: North Yorkshire, York, Leeds

Easter - all 13 School Placement 2 - North Yorkshire/York Schools

Easter Holiday: North Yorkshire, York, Leeds20 School Placement 2 Block 2 - 5 weeks27 School Placement 2 Block 2

May 4 School Placement Block 2 (External Examiner visits) BH11 School Placement 2 Block 2 (Chief External Examiner Visits) Final Rev 4 due18 School Placement 2 Block 2 - final week

HT - all 25 BH CA (am)/Self-

Study (pm) WSI

(Exam Board) Self-Study Day CAAss 3 due

June 1 CA CA WSI/CA – Uni CA CA8

15 Professional Enrichment

22All Saints - Prof

Enrichment Feedback

CA Sessions - UoY

CA sessions – UoY (Final

Exam Board/EE visit)

All Saints - Celebration

CA – UoYFinal Day of

Course

Page 21: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

21

Autumn Term: PGCE Induction Programme and Placement 1There are two major teaching modules in the course:

Whole School Issues

and

Curriculum Area instruction.

Attendance in school as a teacher is compulsory, so then, attendance is also compulsory in the course across both modules, both in university/school direct hub and in placement schools.

Whole School Issues

This course is followed by all trainees (whether at university or in the school direct hub) and attendance at every session is compulsory. A record of attendance is kept because this is a professional course.

The Whole School Issues course aims to help you understand and respond to key issues of teaching and learning common to all teachers in schools.

Activities normally take place on Wednesdays at the university (see CORE calendar) and on Wednesdays in School Direct courses (see relevant calendar). Activities also occur on the corresponding Tuesdays or Thursdays in school where applicable (see calendars). Further details about Whole School Issues sessions are in the Whole School Issues Handbook.

Curriculum Area Courses

A major part of the course is concerned with learning to teach subjects in one of the following curriculum areas:

English, History, Mathematics, Modern Foreign Languages, and Science

Activities normally take place on Mondays and Fridays at the university, and on the corresponding Tuesdays or Thursdays in school. Attendance at every session is also compulsory. A record of attendance is kept because this is a professional course. Further details about Curriculum Area courses are in your Curriculum Area Handbook.

The topics introduced and discussed at the university are generally followed up in school-based activities on Tuesdays/Thursdays. Topics covered are outlined in the Curriculum Area section of your Trainee handbook.

School placement

Your first day in school is Tuesday 24th September 2019. In the autumn term, you spend Tuesdays and Thursdays before the October half term, and then from October half term to December full time in school, as indicated in the course calendar for your route.

Page 22: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

22

In serial visits before Placement 1 Block 1 begins:

Trainees will: Professional tutors will: Subject mentors will:

Carry out lesson observations ( data for Assignment 1): subject-based and whole-school and across subject areas

Welcome trainees, and help them settle in

Manage and deliver the school-based curriculum area PGCE programme

Attend inputs by professional tutors and subject mentors

Oversee delivery of the school-based element of the PGCE programme

Provide subject-based information, resources and schemes of work for trainees

Take part in discussions with professional tutors and subject mentors

Co-ordinate the whole school issues programme in the school placement setting

Co-ordinate subject-based tutorial and discussion sessions (during five sessions in total)

Have opportunities to become familiar with departmental schemes of work and resources

Co-ordinate all members of staff involved in ITT provision within the school

Give support and advice in methodology – planning, teaching, classroom management and assessment

Take initial opportunities to work with teachers in planning, preparation and teaching

Ensure a programme of lesson observation: subject-based and whole-school

-

Placement 1 Block 1 – Autumn Term

You will spend six consecutive weeks in school after half term, and before Christmas. This will give you a fuller and more continuous experience of day-to-day teaching and school involvement, thus preparing you for School Placement 1 Block 2 in January.

During School Placement 1 Block 1:

Trainees will: Professional tutors will: Subject mentors will:

Continue with lesson observation, subject-based and whole-school

Ensure an appropriate programme for each trainee is developed, incorporating observation, subject teaching, pastoral experience and continuing the WSI programme

Continue to co-ordinate subject-based tutorial and discussion sessions

Focus on at least TWO classes with a total contact time of at least 8 hours per week, the aim being to teach these classes over a continuous period, in collaboration with the class teacher, and perhaps in tandem with another trainee, gradually increasing responsibility to teach at least 12 solo lessons during Placement 1 Block 1 (with a maximum of 15)

Ensure that the Autumn Placement 1 Review 1 (Form D) has been written by subject mentor and trainee by 6 December 2019.

Give further support and advice in subject methodology – planning, teaching, classroom management and assessment

Page 23: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

23

Trainees will: Professional tutors will: Subject mentors will:

Plan and prepare lessons for these classes, and be involved in day-to-day assessment of pupils, mark work, and provide pupils with feedback

Liaise with the visiting PGCE tutor on the informal monitoring visit (November)

Assign at least TWO classes, to be observed and taught over the four week period, with a minimum contact time of 8 hours per week including some team-teaching. Trainees should be expected to teach at least 8 solo lessons during Block 1 of the placement (with a maximum of 15)

Be observed and supported regularly by the usual class teachers, who will offer advice and feedback as appropriate

- Ensure trainee’s involvement with a pastoral tutor group

Be attached to a tutor group and take an increasingly active role pastorally

- In 11-18 schools, ensure trainee’s involvement with a Y12/Y13 group

In 11-18 schools, be involved additionally with a Y12/Y13 group

- Observe and support trainees regularly, offering advice and feedback as appropriate, perhaps using the Weekly Lesson Observation form

Complete the sheet entitled Weekly Record of Discussion with Subject Mentor (your Yellow form) once per week

- Meet weekly with the trainee to discuss progress and set targets; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor (Yellow)

Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards

- Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards

Complete self-evaluation section of Placement 1 Review 1 (submitted to University by 6 December 2019.

- Meet briefly with the visiting PGCE tutor on the informal monitoring visit (November)

- - Write Placement 1 Review 1(Form D); and sign the trainee self-evaluation section completed by the trainee.

Autumn Term Assessment

In addition to attendance requirements, there are two components of formal assessment during the Autumn term.

1) School Placement 1 Review 1:

This review (see Form D) is to be completed and signed by the subject mentor in school, and a section is completed and also signed by you as the trainee, at the end of your School Placement 1 Block 1. It should be uploaded by Friday 6 December 2019.

Page 24: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

24

The purpose of this review is to determine whether your progress in relation to the Teachers’ Standards is appropriate at this stage. If you receive a grading of “Below Standard” or “Satisfactory” you will be given additional guidance and support at the start of Placement 1 Block 2, and could be placed on a PGCE Support Plan.

2) Assignment 1 – Lesson Observation:

You will submit your first assignment electronically with a completed Form F at the front of the assignment via Turnitin by 1200 on Friday 1 November 2019.

This ensures that all assignments are checked for plagiarism.

In terms of informal assessment, you should also be keeping your Standards Profile up to date at the end of each placement block:

To help track and evaluate your own progress against the Teachers’ Standards for the award of QTS, you should regularly note down instances where you feel you have met one or more of the Standards.

You should use your Standards Profile for this and update this fully over Christmas ready for Block 2 of your placement.

Placement 1 – Block 2 - Spring Term (four weeks up to half-term):

The first week of the Spring Term (6-10 January, 2020) is spent at the university. This period forms a bridge between your teaching experiences in the first block placement and before beginning of the second block placement in your first school.

In the week commencing 13th January, 2019 you will start the second block placement in School 1. You will be expected to increase your teaching timetable, building up to 50% of a typical school timetable. Placement 1 Block 2 starts on Monday 13th January 2020 and ends on Friday 7 February, 2020.

It is essential that you complete the teaching and evaluation of your planned lessons/mini scheme of work for Assignment 2 during this second block placement of School 1.

During Placement 1 Block 2:

Trainees will: Professional tutors will: Subject mentors will:

Increase your teaching timetable, building up to 50% of a typical school timetable

Ensure the trainee’s increased timetable is built up appropriately

Increase the trainee’s timetable so that the trainee is teaching approximately 50% of a teacher’s timetable by the last few weeks of the placement period

Complete the Placement 1 Information Sheet and Block 2 Teaching Timetable form (Form G) and upload and email it to your tutor by 13 January 2020. You will be sent instructions via email to the Google area/Pebblepad area where you need to upload your TT.

Liaise with the visiting PGCE tutor on the formal monitoring visit

Jointly observe and liaise with the visiting PGCE tutor on the formal monitoring visit

Page 25: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

25

Trainees will: Professional tutors will: Subject mentors will:Prepare for your university tutor’s first visit, making available the following material:

a lesson plan and copies of resources for the lesson to be observed

lesson plans and materials prepared for all classes (your Teaching File)

a selection of pupils' work you have marked

copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor

evidence of regular discussions with departmental staff.

your Assessment File as it currently stands.

Ensure completion and return of Placement 1 Review 2(Form I) by Friday 7 February 2020.

Complete Placement 1 Review 2 (Form I) in time for Fri 7 February 2020 deadline

Complete self-evaluation section of School Placement 1 Review 2 (Form I) and upload by Friday 7 February, 2020

- -

Spring Term Assessment

In addition to attendance requirements, there are two components of formal assessment during the Spring term.

1) School Placement 1 Review 2:

This review (see Form I) is to be completed and signed by the subject mentor in school, and a section is completed and also signed by you as the trainee, at the end of your School Placement 1 Block 1. It should be handed in to your tutor on Friday 7 February 2020.

The purpose of this review is to determine whether your progress in relation to the Teachers’ Standards is appropriate at this stage. If you receive a grading of “Below Standard” or “Requires Improvement” you will be given additional guidance and support at the start of Placement 2 and could be placed on a PGCE Support Plan.

2) Assignment 2 – Evaluation of a teaching and learning sequence/Pupil Progression:

Details of this assignment are set out in your Assignment handbook.

You will submit your second assignment electronically with a completed Form L at the front of the assignment via Turnitin by 1200 on Friday 14 February 2020. This ensures that all assignments are checked for plagiarism.

In terms of informal assessment, you should also be keeping your Standards Profile up to date at the end of each placement block. To help track and evaluate your own progress against the Teachers’ Standards for the award of QTS, you should regularly note down instances where you feel you have met one or more of the Standards.

Page 26: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

26

You should use your Standards Profile for this and update this fully during February Half Term, ready for starting Placement 2.

In addition to attendance requirements, the compiling of your Standards Profile, and the completion of Reviews outlined above, there is one further component of formal assessment during Placement 2 Block 2:

Spring and Summer Terms – University and Placement 2Having gained experience of one school during the autumn/early spring terms you now move to a different school for your second teaching placement. You will be told the location of your second school placement late in Placement 1.

Transition Week – Placement 1 into Placement 2 (1 week before February half term)

End of Placement days at University

At the end of Placement 1, you will return to the University on Monday 10 February 2020. The programme that week includes opportunities for you to:

reflect on the progress you have made so far during the first teaching placement and, set targets for Placement 2.

discuss and review with university tutors your initial plans for Assignment 3 upload and hand in Assignment 2 (by 1200 Friday 14 February 2020) review your progress towards meeting the Teachers’ Standards for the award of QTS

Induction and transition days at Placement 2 school

You will visit your second placement school on Tuesday 11 February 2020 and Thursday 13th February 2020.

The purpose of these visits is to immerse yourself in your new school and your new department and to discuss with your new mentor your perceived strengths and weaknesses using your Placement 1 Review 2 form as a starting point. You will also want to discuss the likely timetable you will commence Placement 2 teaching so that you can prepare your Form H for uploading.

During the second placement school visit:

Trainees will: Professional tutors will: Subject mentors will:Meet the school professional tutor and subject mentor

Welcome trainees, and help them settle in

Introduce trainees to other members of departmental staff

Meet the school staff in the department in which they will be working

Introduce trainees to the subject department

Provide subject-based information, resources and schemes of work for trainees, if possible

See the resources available in the department and receive information about departmental procedures for using textbooks, videos etc.

Arrange for trainees to have access to all relevant school policies e.g. Behaviour Management Health and Safety Staff Conduct and Dress

Code

Provide – where possible at this stage - copies of resources, assessment systems, mark book, and procedures

Page 27: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

27

Trainees will: Professional tutors will: Subject mentors will:Be told of the procedures for getting resources reproduced, and any restrictions on photocopying, use of ICT resources etc.

Arrange for trainees to go into one or two lessons

Consider, for the development phase, a suitable balance of classes in KS3 and KS4, and involvement in Y12/Y13 (11-18 schools)

Be shown around the school Give advice on accommodation and/or travel, as appropriate

Provide a timetable – timetable should be about half the number of total periods in a school week

Go into one or two lessons Arrange tour around the school

-

Placement 2 (February to May)

Your second School Placement is divided into three phases:

Phase 1: Placement 2 Block 1 - The Induction Phase (February-March)

During this phase:

Trainees will: Professional tutors will: Subject mentors will:Observe the classes that you will be teaching; learn pupils’ names and discuss seating arrangements/plans with class teachers

Welcome trainees and help them settle in

Provide subject-based information, resources and schemes of work for trainees

Liaise with the class teachers about the work you will be covering during the placement

Ensure trainees have appropriate copies of school information (e.g. staff handbook, behaviour policy, policy on safeguarding)

Give advice in methodology – planning, teaching, classroom management and assessment

Find out about the school’s behaviour for learning system

Co-ordinate all members of staff involved in ITT provision within the school

Ensure sufficient observation of classes to be taught, with opportunities to learn about individual pupils

Familiarise yourself with the school’s safeguarding policy; find out who the designated member of staff is for child protection

Ensure each trainee has a programme and timetable for the development phase

Provide copies of resources, assessment systems, mark book, and procedures

Find out more about the individual pupils in each class - taking particular note of special educational needs etc.

Ensure each trainee is attached to a tutor group and has a PSHE programme

Meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor

Page 28: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

28

Trainees will: Professional tutors will: Subject mentors will:Become familiar with resources, assessment systems, and procedures within your subject areaBecome familiar with the school's pastoral system, becoming attached to a tutor group and observing PSHE work

- -

Complete the Weekly Record of Discussion with Subject Mentor

- -

Phase 2: Placement 2 Block 2 - The Development Phase (March into April, up to Easter)

During this phase:

Trainees will: Professional tutors will: Subject mentors will:

Take on a varied responsibility for a range of classes. This will include taking responsibility for teaching particular classes, working under the close supervision of the regular classroom teacher, and might also include team-teaching, with the class teacher or another trainee

Oversee that Lesson Observation Forms are completed weekly

Ensure that trainees are regularly observed teaching by the teacher of each class taken

Continue observing experienced teachers, both in your teaching subject and in other subjects

Monitor trainees’ progress Support trainees with lesson planning and preparation, teaching methodology and assessment, including ICT

Start assignment 3 work with one class/group of pupils.

Collect and return completed Placement 2 Review 1 (Form J) by Friday 27 March 2020

Ensure continuing opportunities for lesson observation by the trainee, and for team-teaching where appropriate

Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor

Observe, with written feedback, each trainee once, either in this phase or the extension phase, or more often where extra support is needed (e.g. where trainees are “Below Standard” or “Requires Improvement”)

Ensure regular informal feedback is given (this usually involves other departmental staff as well)

Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards.

Ensure provision of a WSI programme

Ensure formal feedback is given – using the Lesson Observation form - once per week

Complete the self-evaluation of Placement 2 Review 1 (Form J) in time for Friday 27 March 2020 deadline.

Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previous graded “Below Standard” or “Requires Improvement”).

Continue to meet weekly with the trainee to discuss progress; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor (Yellows)

Page 29: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

29

Trainees will: Professional tutors will: Subject mentors will:

- - Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards

- - Give opportunities for trainees to attend staff meetings

- - Complete Placement 2 Review 1 (Form J) in time for Fri 27 March, 2020 deadline

- - Discuss trainee’s programme for the Extension Phase

- - Liaise with the university tutor in the event of a trainee receiving extra support visits (e.g. where a trainee has been previously graded “Below Standard” or “Requires Improvement”).

During the Development Phase, University tutors will also:

Liaise with trainees, and with school staff, about trainees’ progress Visit trainees to observe lessons and discuss progress. Re-visit trainees graded “Below Standard” (and possibly “Requires Improvement”

depending on the Support Plan requirements for support as agreed with the school and trainee) in Placement 1 Review 2, to offer further support and guidance.

End of Placement 2 Block 1 - University Day

At the end of this phase, you will return to the University on Friday 27 March 2020. The programme includes opportunities for you to:

reflect on the progress you have made so far during the second teaching placement and, following discussion with your school, plan for the extension phase of the placement.

discuss and review with university tutors your plans for Assignment 3, including formal submission of ethical permission forms.

review your progress towards meeting the Teachers’ Standards for the award of QTS and begin to consider your Continuing Professional Development profile (CPD) for Induction NQT year.

begin to consider your plans for the summer term Professional Enrichment period.

Page 30: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

30

Phase 3: Placement 2 Block 2: the Extension Phase (April – May)

During this phase:

Trainees will: Professional tutors will: Subject mentors will:Widen experience of teaching pupils of different age and ability ranges

Liaise with the subject mentor to ensure some changes to the focus of the trainee timetable

Liaise with the professional tutor to ensure some changes to the focus of the trainee timetable

Assist with pupil assessment, including course work, public examination preparation, parents’ evenings, report writing

Monitor trainees’ progress Ensure that trainees are regularly observed teaching by the teacher of each class taken, particularly new classes

Gain a wider experience of school life - becoming involved in extra curricular activities and school outings etc.

Oversee that Lesson Observation Forms are completed weekly

Check trainees are meeting the Teachers’ Standards (lesson planning and preparation, teaching methodology and assessment etc)

Investigate and acquire data and material for Assignment 3, undertaking a small scale research project.

Continue to provide a WSI programme for all trainees, bespoke to their CPD needs and QTS development at this stage

Ensure continuing opportunities for lesson observation by the trainee, and for team-teaching where appropriate

Complete once per week the sheet entitled Weekly Record of Discussion with Subject Mentor (Yellow).

Observe, with written feedback, each trainee once, if not done so in the development phase

Ensure regular informal feedback is given - using the Lesson Observation form - once per week

Use your Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards.

Advise trainees how the school can help them with their university Assignment 3

Continue to meet weekly with the trainee; initial the trainee’s sheet entitled Weekly Record of Discussion with Subject Mentor (Yellow)

Prepare for your university tutor’s formal “standards” visit, making available the following material: a lesson plan and copies of

resources for the lesson to be observed

lesson plans and materials prepared for all classes (teaching files)

a selection of pupils' work you have marked

copies of weekly lesson observation forms completed so far, and copies of the weekly record of discussion with subject mentor

evidence of regular discussions with departmental staff.

your Assessment File as it currently stands.

Monitor trainees’ plans for Professional Enrichment Weeks

Use the trainee’s Standards Profile as a basis for checking and monitoring progress against the Teachers’ Standards

Complete the self-evaluation section of your Placement 2 Review 2 (Final - Form K) by 15 May, 2020

Liaise with university tutor as appropriate, particularly over “standards” visits (of the tutor and/or external examiner) to the trainee in school

Give opportunities for trainees to attend parents’ evenings, write reports, get involved in wider school life, etc.

Page 31: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

31

Trainees will: Professional tutors will: Subject mentors will:Complete the final draft of your CPD Profile document and upload

Collect and return completed Placement 2 Review 2 (Final - Form K) by 15 May 2020

Advise trainees how the school can help them with their university Assignment 3

Complete your Professional Enrichment Proposal form and upload

- Complete Placement 2 Review 2 (Final - Form K) in time for 15 May 2020 deadline

- - Liaise with university tutor as appropriate, particularly over “standards” visits (of the tutor and/or external examiner) to the trainee in school; jointly observe lessons

During the Extension Phase, University tutors will also:

Liaise with trainees, and with school staff about trainees’ progress and any visits to school

Re-visit trainees graded “Below Standard” (and possibly “Requires Improvement”) in previous reviews to offer further support and guidance

Visit trainees towards the end of the placement to observe lessons, scrutinise the trainee’s teaching and assessment files, scrutinise a sample of the trainee’s marking and discuss “standards” progress with trainee and mentor

Support and Assessment during Placement 2

School-based staff and university tutors have two roles during your second teaching placement:

1) supporting your development2) assessing and reporting on your progress

During the second teaching placement you will continue to be observed teaching, receiving formal written feedback at least once a week by your school department. You will also be observed at least once by the school professional tutor and at least once by a university tutor, as outlined above.

Formal feedback is completed on the standard Weekly Lesson Observation Form (Form M). A copy of each completed observation form should be kept by you as part of your Assessment File.

An observer does not expect to see 'model' or perfect lessons, but will always be looking for evidence of progress in relation to the Teachers’ Standards and in relation to targets set previously.

After 3-4 weeks at your second placement school Placement 2 Review 1 (Form J) is completed. The purpose of this review is to determine whether you have made a successful transition to your new school and whether your progress in relation to the Teachers’ Standards is appropriate at this stage. If there is a concern that you might not reach an acceptable standard of performance (i.e. you receive a grading of “Below Standard”) by the end of the placement, you will be given additional help. If you are graded “Requires Improvement” at this review point, you will may also receive additional guidance and support with the aim of helping you to end your second placement as either “Good” or better. A Support Plan may be used in either a Below Standard or RI context at the discretion of the University Tutor and School Staff.

At the end of the second school placement, Placement 2 Review 2 (Final - Form K) is prepared by your school and yourself. The purpose of this review is to state whether or not you have successfully completed the second teaching placement and formally met the required teacher standards (DfE, 2012).

Page 32: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

32

You should continue to note, in your Standards Profile, instances where you feel you have met one or more of the Teachers’ Standards. Your progress in meeting the Standards will be discussed with your university tutor during the March 27 day in University, as well as during the University Tutor’s school visit.

You should use your sheets entitled Weekly Record of Discussion with your Subject Mentor (Yellow) to note your progress and achievements, as well as agreed targets.

Further information can be found in the assessment section of this handbook.

Additional Support for Trainees

Additional support for trainees is available throughout the programme and will vary according to individual needs.

Extra support mechanisms can be triggered by a variety of causes:

trainees communicate concerns about their developing practice with their tutor; mentors raise a concern with tutor and trainee; a grading of ‘Below Standard’ and/ or ‘Requires Improvement’ on any of the Review

forms; issues arising during University Tutor visits.

Each of these may trigger a personalised Support Plan for the trainee. This support would normally involve the trainee, university tutor, professional tutor and school mentor.

Trainees graded ‘Satisfactory’ or “Requires Improvement’ at any of the Review points will receive additional support from University Tutors and school mentors. This support will vary according to individual needs with the aim of moving a trainee to ‘Good’ by the end of Placement 2. It may involve the formulation of a Support Plan and would normally involve the trainee, university tutor, professional tutor and school mentor.

Summer Term Assessment – Placement 2

In addition to attendance requirements, the compiling of your Standards Profile, and the completion of Reviews outlined above, there are two further components of formal assessment during the Summer Term:

1) Assignment 3: (i) ethical permission form; (ii) final assignmenti. Ethical permission Form for Assignment 3 research

The first element of your Assignment 3 to submit is your ethical permission form – for further details see the Assignment Handbook.

This is due to be uploaded by Friday 3 April 2020 – the last school day before Easter.

Your University Tutor/the DITT will need to sign off your ethical permission form before you can commence any classroom-based research.

ii. Assignment 3 – small scale classroom based study

Details of the final assignment are set out in the Assignment Handbook.

You will submit your final assignment electronically with a completed Form O at the front of the assignment via Turnitin by 12:00 on Friday 29 May 2020. This ensures that all assignments are checked for plagiarism.

2) CPD Induction Document

You are required to devise a CPD Induction Plan for your first teaching post to give to your NQT Induction Tutor. This is signed off by your University Tutor and uploaded in its final form. Detailed instructions will be sent to you about how and where to do this.

Page 33: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

33

Friday 27 March, 2020 – begin drafting of CPD Induction Document Friday 19 June, 2020 – final deadline for draft of CPD document to be uploaded after

University Tutor sign off.

This is a compulsory assessed component of the course and should be completed in full by the deadline date listed. Failure to complete this component may result in QTS recommendation being delayed, or not awarded.

Summer Term - PGCE Summer ProgrammeThe extension phase of the second teaching placement will be completed during the first half of the summer term by Friday 22 May, 2020. The remainder of the Summer Term is the PGCE Summer Programme and is structured in the following way:

Week commencing 25 May 2020: HALF TERMo CORE - University-based activities and directed study timeo PFTSA – University-based activities and directed study timeo YTSA – University- based activities and directed study timeo DOMTSA (All Saints) – University-based activities and directed study time

Week commencing 01/06/20:o CORE - University and school-based activities directed study timeo PFTSA – University and school-based activities and directed study timeo YTSA – University and school-based activities and directed study timeo DOMTSA (All Saints) – University and school-based activities and directed

study time Week commencing 08/06/20:

o Professional Enrichment (Week A) (School-based) Week commencing 15/06/20:

o Professional Enrichment (Week B) (School-based) Week commencing 22/06/20:

o CORE - University-based activities and directed study time, including professional enrichment presentations

o PFTSA – school-based activities and directed study time, including professional enrichment presentations

o YTSA - school-based activities and directed study time, including professional enrichment presentations

o DOMTSA (All Saints) - school-based activities and directed study time, including professional enrichment presentations

Professional Enrichment (Monday 8 June – Friday 19 June 2020)

This part of the programme is designated for Professional Enrichment. Between Monday 25 May and Friday 29 May 2020 you have an opportunity to finalise your own Professional Enrichment programme based on your needs and interests, to enable you to develop further as a teacher. It will be planned in negotiation with your university tutor and school mentor(s). You may work independently or collaboratively with other trainees. You will NOT have a formal teaching commitment. You should indicate your Professional Enrichment plans on Form N and submit for approval before the final deadline of Friday May 29 2020.

Note that these 10 days form part of the total number of days which all PGCE trainees are required to spend in an educational setting. Your Professional Enrichment MUST be spent in an ‘educational setting’.

The professional enrichment period may involve one or more of the following:

a mini-research project development of teaching materials

Page 34: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

34

focused observation of experienced teachers improving aspects of your subject knowledge developing aspects of teaching your subject, e.g. further work with SEND pupils involvement in extra-curricular activities, trips, etc. work on addressing areas for further development in your draft CDP

The normal expectation is that you will carry out this work in your second teaching placement school, however, it might be possible for you, by negotiation with your school mentor and university tutor, to be partly based:

in your first placement school in your new (September) school in a post-16 establishment

At the end of Week A and Week B of Professional Enrichment, you should ensure that Form N: Part (ii) is signed appropriately by the members of school staff with whom you have worked most closely.

During the week commencing 22 June 2020, you will be expected to give a formal oral presentation to other trainees summarising the work done during the professional enrichment period (Core trainees will do this in subject areas; School Direct trainees will do this with their School Direct cohort). It is recommended that your presentation, which may have elements of a workshop format, should last approximately 10-15 minutes. You should upload the completed Form N alongside your presentation by the presentation date and at the latest by Friday 19 June 2020.

Your Professional Enrichment presentation should summarise:

the focus of your experience and brief reasons for choosing it what you did what you learned from the experience how the experience will help you as a beginning teacher

You might also consider how what you gained from the experience could help other trainees, e.g. by preparing a hand-out of key points from your presentation, or making available a PowerPoint summary, or including an interactive element such as a small task, or opportunities for questions.

Summer Term Assessment – Summer Programme

Professional Enrichment – Proposal, Report and presentation

i. Professional Enrichment Proposal

Before commencing your Professional Enrichment, you are required to submit a Professional Enrichment Proposal for your University Tutor to sign off. Professional Enrichment activity that has not been signed off by your University Tutor cannot take place.

Friday 27 March, 2020 – commence thinking and planning for Professional Enrichment weeks

Friday 29 May, 2020 – deadline for submitting Professional Enrichment Proposal

Instructions as to where and how to submit your proposal will be sent to you in March/April.

ii. Professional Enrichment Report

Once your Professional Enrichment experience has been undertaken you are required to complete and upload your reflection on your experience.

Friday 19 June 2019 – deadline for Professional Enrichment Report upload

Page 35: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

35

Instructions as to where and how to submit your report will be sent to you in May.

iii. Professional Enrichment Presentation

(Professional Enrichment Presentation

During your final week of the course, you are required to present to peers a presentation summarising your learning from your professional enrichment weeks. For Core trainees this will occur at the University, for School Direct trainees this will occur at your School Direct hub.

Instructions as to where, when and how to present your Professional Enrichment presentation will be sent to you in June.

Monday 22 - Friday 26 June 2020 – week for Professional Enrichment presentation (see individual programme for exact date).

Summer Programme - Whole School Issues

As in the autumn and spring terms, whole school issues activities will take place as indicated in the Whole School Issues handbook.

Week commencing 25/05/20:

Wednesday 7/05/20, 09:00-12:00 - CORE - University-based activitiesWednesday 27/05/20, 0900-1200 - PFTSA – University-based activitiesWednesday 27/05/20 0900-1200 - YTSA – University-based activitiesWednesday 27/05/20 0900-1200 – DOMTSA (All Saints) - University-based activities

Week commencing 01/06/20:

Wednesday 03/06/20, 0900-1200 - CORE - University-based activitiesWednesday 03/06/20, 0900-1200 - PFTSA – School-based activitiesWednesday 03/06/20 0900-1200 - YTSA – University-based activitiesWednesday 03/06/20 0900-1200 – DOMTSA (All Saints) - University-based activities

Week commencing 17/06/19:

Monday 22/06/20, 0900-1200 - CORE - University-based activitiesMonday 22/06/20 - all day - PFTSA – School-based activitiesMonday 22/06/20 – all day - YTSA – School based activitiesMonday 22/06/20 – all day - DOMTSA (All Saints) - School-based activities

This course is followed by all trainees and attendance at every session is compulsory (Core WSI provision will be at the university; School Direct Provision will be at schools except where indicated in your School Direct calendar). A record of attendance is kept and attendance is mandatory.

Summer programme - Curriculum Area Sessions

As in the autumn term and spring terms, activities take place as follows:

Week commencing 25/05/20:

CORE, PFTSA, YTSA, DOMTSA - University-based activities: Tues 26 May (am), Friday 29 May; Directed study time: Wed 27 May (pm only), Thurs 28 May

Week commencing 01/06/20:

CORE, DOMTSA, YTSA - University-based activities: Mon 1 June, Tues 2 June, Wed 3 June (pm only), Thurs 4 June, Fri 5 June

Page 36: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

36

PFTSA - University based activities: 1 June, 2 June, 4 June, 5 June; School based activities: 3 June

Week commencing 22/06/20:

CORE - University-based activities: 22-26 JunePFTSA - University based activities: 22 June, 23 June, 26 June; School based activities: 24 June, 25 JuneYTSA – University based activities: 23 June, 24 June, 26 June; School based activities: 22 June, 25 JuneDOMTSA - University based activities: 23 June, 24 June, 26 June; School based activities: 22 June, 25 June

Topics covered are outlined in your curriculum area handbook. Attendance at all these sessions is compulsory. Times when there are no formally timetabled activities are directed study periods as indicated by your Curriculum Area Lead Tutor.

Page 37: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

37

Overall Assessment for your PGCEThere are four key strands of formal assessment in the University of York PGCE course. All of these are designed to ensure that you fulfil the Teachers’ Standards for Qualified Teacher Status, and must be completed successfully. They are:

1) Attendance2) Classroom teaching and involvement in school life3) Assignments4) Self-evaluation including Assessment File, Teaching Files and Standards Profile

Attendance

As this is a professional course, attendance is mandatory at all times, and not optional. You are expected to attend all classes, tutorials and events related to the school and university elements of the course. Records of attendance are kept throughout the year.

It is therefore very important that reasons are given, where possible in advance, for absence from any school or university sessions.

You will retain your own records of attendance in your Assessment File (you will be complete an Attendance Log to keep all year) and school/university staff will also record and report on your attendance throughout the year in reviews and in taught sessions.

You must complete the University self-assessment certificate if you are absent for up to seven consecutive days (see section on self-certification in Trainee Handbook).

Classroom teaching and involvement in school life

You will spend a significant proportion of your time in schools working with teachers and tutors to develop your practical teaching skills. Progress in this is monitored regularly via teacher and tutor feedback, e.g. using the standard Weekly Lesson Observation Form (Form M). You will also be given the opportunity to make a wider contribution to school life.

The majority of trainees normally make good progress and successfully complete the school teaching placements. This progress is tracked and recorded by schools, using the regular School Placement Reviews (Forms D, I, J, K). Copies of these are kept by the university.

Trainees in Placement 1 Review 1 will be graded as either 1 (Very Good), 2 (Good), 3 (Satisfactory) or 4 (Below Standard).

Trainees in Placement 1 Review 2 and throughout Placement 2 Reviews 3 and 4 will be graded as either 1 (Very Good), 2 (Good), 3 (Requires Improvement) or 4 (Below Standard).

Progress is signalled by feedback and weekly discussions with mentors and the four reviews completed across the two placements. During May, all School Placement Reviews are considered by the Board of Examiners. If the Board considers trainees have met the Teachers’ Standards with regard to their school-based work, it will recommend a graded 'pass' on the school placement (QTS) elements of the course.

For a minority of trainees whose early progress is not satisfactory during the Teaching Placements, additional support and guidance is offered, to help them achieve the Standards. The need for this extra support is signalled by a grade (4) on the Review forms (and such trainees may be visited by an external examiner in the summer term). If they are able to address the areas which need more progress, their success is signalled by a Requires Improvement grade (3) or better on the Placement 2 Final Review (Form K). If the Board of Examiners agrees they have made the necessary progress, it will recommend a graded 'pass' on the school placement elements of the course.

Page 38: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

38

Even though often highly motivated, a very small number of trainees are unable to demonstrate sufficient early progress in some crucial aspects of their training: this is signalled by a grade 4 (Unsatisfactory) on Review I or J. This triggers additional support and guidance, and a PGCE Support Plan, and it is probable that such trainees will be visited by an External Examiner in the summer term.

If, despite this extra support, there is still doubt that the Teachers’ Standards will be met by the end of the second teaching placement, trainees may decide to leave the course. The progress of those who complete the second teaching placement but are graded 4 on the Second Placement Final Review is always discussed by the Board of Examiners, who may recommend that the trainee fail the teaching placement (QTS) element of the course. Such trainees may be required to leave the course, but in some circumstances may be offered the opportunity to carry out a further teaching placement, usually during the next academic year.

Fitness to Practice

In rare circumstances, a trainee may be requested to leave a school because of unsatisfactory progress or unprofessional conduct. Any such case will automatically be subject to the PGCE Fitness to Teach Procedure, a full copy of which is available on the VLE. If a trainee is called before a Fitness to Teach Panel, school partnership representatives form part of the Panel membership as well as University staff. Evidence will be collected from:

The school placement staff most closely involved in working with the trainee in both placements

The university staff most closely involved in working with the trainee The trainee

The Fitness to Teach Panel can make one of four recommendations depending on the evidence provided before the Panel is held. If there is a case to answer of unfitness to practice, the Panel can recommend:

That the trainee should not be permitted to continue on the course and should be withdrawn immediately.

That the trainee can return to the course but after a leave of absence (the length of which will be decided by the Panel) and with conditions in place for the return.

That the trainee can return to the course immediately but with conditions in place for the return.

If the Panel decide there is no case to answer, they can recommend that the trainee returns immediately to the course with no conditions attached. The recommendation of the Fitness to Teach Panel is approved by the Department Chair of Board of Studies, and the outcome presented at the Board of Studies.

In such cases where unfitness to practice is found to be the case by a Fitness to Practice Panel, the Board of Examiners will not recommend a pass. Similarly, if a trainee has not demonstrated an ability to cope with the required teaching load (consistently half a normal timetable), then the Board of Examiners will not recommend a pass.

Trainees have the right of appeal against decision of the Board of Examiners through the University Special Cases Committee.

Assignments

There are three postgraduate assignments which PGCE students have to pass to gain their PGCE. These are scheduled to happen once per school term during the PGCE year, and deadlines are timed for half terms of end of placements to ease pressure on trainees, following student feedback. Full details of each assignment can be found in the Assignment Handbook.

Page 39: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

39

It should be noted that:

trainees can condone one narrow fail (40-49%) if, and only if, the average score across their three PGCE assignments is above 50%.

If a trainee fails one PGCE assignment below 40%, they can resubmit this assignment after the final exam board in the summer in order to pass their PGCE.

If a trainee fails two assignments (i.e. two assignments that score below 50%) then the PGCE regulations dictate that they will fail their PGCE course. In this situation, a trainee will be withdrawn from the course following a special exam board.

Details on applying for extenuating circumstances before an assignment deadline can be found in the Assignment Handbook, but trainees should be aware that any such application must be submitted before the deadline date and NOT retrospectively.

Self-evaluation

The fourth strand of assessment in the PGCE is a self-assessment strand, which includes the process of:

fully completing the Standards Profile self-assessing your progress against the Assessment Grid (green booklet) prior to

each school placement Review completion of the Weekly Record of Discussion with Subject Mentor during

teaching placements lesson evaluations during the final part of the course, completing your Continuing Professional

Development (CPD) profile.

Support in completing these documents is provided by university tutors and school mentors.

Self-assessment and the Standards Profile

In addition to the above formal assessment, you are encouraged to track and evaluate your own progress and to reflect in a positive and structured way on the development of your knowledge and skills as a teacher. This process of self-assessment recognises the worth of self-evaluation and critical reflection alongside feedback given by tutors and teachers in schools.

You are required to complete the Standards Profile throughout the course. This Profile summarises the Teachers’ Standards which have to be met for you to be awarded QTS, and requires you to note down instances of when and how you consider the Teachers’ Standards to have been met. To help you to recognise and track your progress towards meeting the standards, you should complete this Standards Profile regularly throughout the year (after every review point), cross-referencing any statements you make to indicate where evidence of meeting the Teachers’ Standards can be found. One piece of evidence may relate to more than one of the Teachers’ Standards.

All aspects of the course can contribute to the completion of this Profile. These could include:

formal university-based provision in Whole School Issues and Curriculum Area sessions

school-based provision, including observation, teaching, and discussion pre-course experience primary placement written assignments and extra reading Professional Enrichment work

However, most of the standards relating to Professional Skills will be met solely during your school-based work.

Page 40: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

40

The profile enables you to identify instances of when, where and how you consider you have addressed each standard. You should aim to note ‘quality’ examples, rather than token instances, and by completing the profile electronically, you can replace examples as you go along. Guidance to help you identify how aspects of the course might contribute to this process will be available on the VLE.

You are responsible for keeping this record, but your university tutor and school mentors will also be able to give you guidance and support. Your university tutor will also monitor your progress in completing the Standards Profile during the year.

The Standards profile is available on Google sites for English, History and Maths; and via Pebblepad for Science and MFL (in 2019-20) – further information will be shared at the start of the year in Induction Week.

Assessment Grid

In Induction Week you will be issued with a green booklet. This is an assessment grid against the standards to enable you to regularly self-assess against the teacher standards and evaluate where you think you are performing. The descriptors also enable you to assess what you need to do to improve in your performance against each Teacher Standard. Some trainees use different colour highlighter pens to indicate their dated improvement over the course of a placement. All trainees should be using the green booklet weekly alongside their mentor in weekly mentor meetings to demonstrate progress and to set progressive targets in relation to their QTS development. Just before each review, it is useful to self-assess using the green booklet more fully, to enable you to discuss with your mentor the progress you have made in each phase. It also enables you to tailor your Standards Profile more specifically in areas of relative weakness and strength.

Weekly Record of Discussion with Subject Mentor during School Placements

This is commonly referred to as the ‘weekly yellow’ document. All trainees should: complete and update this form each week take responsibility to complete the form weekly make sure your mentor signs the form weekly summarise your discussions in your weekly meeting alongside your mentor, set targets to help you to develop and meet the Teachers’

Standards review your progress against the targets set on a weekly basis

Lesson Evaluations

After every lesson taught, trainees must evaluate their lessons. This does not need to be a lengthy task but involves bullet pointed commentary on the following:

What do I know the pupils learnt in this lesson? How do I know they learnt this? What was the gap between what I planned for them to learn and what they actually

demonstrated they had learnt? How will I address this gap next lesson? What have I learn myself about the lesson objectives, content, tasks, resources I

designed? (what went well, what would be even better if I….?)

The Continuing Professional Development (CPD) Profile

The process of self-assessment and formal assessment throughout the course combine to help you develop your CPD profile. This document is to be completed before the end of your training and taken with you into your initial teaching post.

Its purpose is to summarise your experience during your initial professional training, and to record priorities for future development, both short-term (in your induction year), and in the

Page 41: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

41

longer term (for your career and professional development). The timetable for developing your CPD profile is as follows:

March

Following the March day back at the university (Friday 27 March 2020), you draft provisional notes in answer to the questions and refine these over the remaining weeks of your second teaching placement.

May

During the final week of the second teaching placement (week beginning 18 May 2020), in discussion with your subject mentor and drawing on evidence from your Standards Profile, you complete your draft answers to the questions. You should print these for your school mentor to read and discuss with you in your final weekly tutorial of Placement 2.

May-June

During the professional enrichment weeks, and the remaining time at the university, you continue to refine your draft, consulting with your university tutor as you make changes or additions. The paper will then be signed by your University Tutor. The deadline for uploading your final signed and scanned draft of your CPD Profile is Friday 19 June 2020.

Final week of the course

You need to print out your final CPD profile for your Assessment File by Monday 22nd June 2020. You will take this document with you when you leave the course, for use during your first year of teaching, with your NQT Induction Tutor in your first school.

Assessment File

To monitor your progress throughout the year, you should compile an Assessment File of key documents either on paper (Maths, English, History) or on Pebblepad as assets (MFL and Science). Your Assessment File should contain the following labeled sections:

1. Subject knowledge audit and action plan - KS3, KS4 and post - 16 enhancement evidence

This section is where you will record your personal audit of the level of your knowledge in relation to your subject(s), covering Key Stages 3 and 4 of the National Curriculum and also post-16. Each audit will be followed by your own personal action plan detailing how you will develop your knowledge and address any weaknesses. Your audit and action plan will be monitored by subject tutors.

2. Record of ICT experience in your subject – online alongside Standards Profile

In this section you will record evidence of the work you have done in relation to the use of information techonology to enhance pupils’ learning in schools. This can be cross-referenced to your teaching files and to your initial audit of ICT competences, completed at the start of the course. It is important that trainee teachers develop their own information technology competence and their knowledge, skills and understanding of the use of ICT in their subject teaching.

By the end of the Autumn Term, all trainees need to have:

identified their needs relating to their own competence by completing an audit; worked on their own needs following the completion of the audit; trainees who are

more ICT-literate are encouraged to act as support for others. been introduced to issues relating to ICT in teaching; been introduced to uses of ICT in their own teaching subject at the University; observed and perhaps used ICT in the classroom.

Page 42: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

42

During their teaching placements, PGCE trainees are expected to develop their use of ICT in the classroom. To help them in this, schools are asked to:

ensure that trainees have opportunities to experience ICT in use in the whole school, and within their subject areas

ensure that trainees assess the impact the use of ICT has on pupils’ learning and progress

encourage trainees to use ICT for preparing lessons (eg worksheets; PowerPoints, Prezi, Movie Maker, IWB)

encourage use of ICT with pupils of all abilities including SEND, when appropriate ensure that at least one lesson during the placement is ICT-oriented give trainees access to the school's hardware and software monitor the trainees' progress in ICT and include specific mention of it in oral and

written feedback, and on the progress review sheets Use University and School VLE, engage with Blogs, Wikis, Podcasting and Twitter

3. Record of school-based training /tutorials (Form P)

In this section, you should note briefly the areas covered in school-based discussions on Tuesdays and Thursdays as well as the four sessions during second teaching placement. Please download the P form from the PGCE webpage.

4. Copies of weekly lesson observation reports on your teaching

During your teaching placements in schools your teaching will be observed many times. The feedback that you receive from teachers, your subject mentor, the school’s professional tutor and your university tutor is crucial in helping you to develop your skills and knowledge as a teacher. Some of this feedback will be informal but in each week of your teaching placement you should receive a written report of your teaching – usually produced on the standard lesson observation sheet, (see sample copy in the PGCE Trainee Forms, Form M).

A copy of your weekly reports should be placed in chronological order in this section of your Assessment File. These reports must be kept up to date as the information will be required by the school’s professional tutor, your university tutor, and (in some cases) by the external examiner.

5. Weekly Record of discussion with Subject Mentor during school placements (yellow)

In each week of your teaching placements you will have a tutorial/discussion with the subject mentor in school. You should record principal points discussed on the sheets entitled Weekly Record of Discussion with Subject Mentor. One sheet should be completed for each teaching week during both school placements. In your Assessment File keep a chronological record of the principal points raised and discussed at these meetings and bullet point the action points and targets that arise from these discussions.

Please make sure that you keep this information up to date. It forms a vital record that will be needed to inform your own evaluations of your progress and professional development and will be seen by school and university staff, and in some cases, by external examiners.

6. Teaching placement reviews

Copies of each of your Placement Review forms (one for the autumn placement and three for the spring/summer placements) should be kept in this section.

7. Assignment feedback

Keep your assignment feedback in your assessment file as you access your results (screenshots are fine from Grade Centre). Remember that assignments will be retained by the University until the end of the course, but they will be available to you to print as soon as marks are released.

8. Attendance logs

Page 43: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

43

Please record your attendance on the attendance logs that can be downloaded from the PGCE website. Your attendance will also be recorded by your mentor and professional tutor on the front of each review form.

9. Professional Enrichment record – uploaded

Put your copy of Form N in your Assessment File, once your Professional Enrichment presentation is completed and the form is signed by your tutor. You can also place a copy of your Professional Enrichment presentation and resources in this section.

10. Standards Profile – online for all

To help you to recognise and track your progress towards meeting the standards, you should complete this Standards Profile regularly throughout the year, cross-referencing any statements you make to indicate where evidence of meeting the Teachers’ Standards can be found. One piece of evidence may relate to more than one of the Standards.

All aspects of the course can contribute to the completion of this Profile: these include formal university-based provision in Whole School Issues and Curriculum Area sessions; school-based provision, including observation, teaching, and discussion; and other aspects which can include pre-course experience, primary placement, written assignments and extra reading, Professional Enrichment work.

See previous section on Standards Profile.

Page 44: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

44

EvaluationsTrainees are invited to evaluate the course and school placements four during the year:

After Induction Week - PGCE level January (after Autumn Term) – PGCE Level May – Postgraduate Survey - University level June (after the Summer Term and both Placements) – PGCE Level

The University of York’s ITT course aims to provide the highest quality of professional learning, but this cannot be achieved without ongoing feedback from trainees.

Trainees are kindly requested to complete programme evaluation forms in a professional manner.

PGCE Evaluation forms are distributed three times during the year, once after Induction at the end of October, once in January, and once at the end of the course. These are not anonymous, reflecting the need to remain professional at all times in conduct.

It is important that trainees do not provide feedback anonymously as it is used in a number of different ways. For example, when trainees are asked about specific strengths and concerns about placement school(s), university tutors need to raise issues professionally with colleagues at those particular schools. Curriculum Area leaders also use trainee feedback to review and write a report on the year’s training course and devise an action plan of improvements to the following year’s provision.

Trainee feedback is seen by a number of different audiences including the Director of ITT, Curriculum Area Leaders and University Tutors, School Colleagues, External Examiners and Ofsted Inspectors. Because the PGCE Team takes trainee feedback seriously, it may well be that additional clarification/further detail (usually via email) is requested from individual trainees regarding any concerns raised so that appropriate action can be taken.

Summaries of responses to trainee feedback and an outline of improvement actions being taken as a result of feedback will be communicated to curriculum area trainee representatives at trainee rep meetings. This information will also be posted on the VLE and updated regularly. If a trainee is dissatisfied with, or concerned about, staff response(s) to feedback, trainees are requested to inform a trainee representative, or raise the issue professionally in person or via an email with the Director of ITT.

External ExaminersAs part of our monitoring and quality assurance, there is an External Examiner for each subject area, and a Chief External Examiner. Their programme is scheduled during May (end of Placement 2 – school visits) and June (final exam board – university visits).

Each Subject External Examiner:

visits a small number of trainees towards the end of the second teaching placement, to monitor judgements being made by university and school

reviews a sample of marked written assignments (Assignments 1, 2 and 3) receives oral feedback, in discussion with trainees, on subject-specific aspects of the

course attends the final Board of Examiner meeting in June writes a subject report for the university, with recommendations for change if

appropriate.

The Chief External Examiner:

Page 45: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

45

visits a small number of trainees towards the end of the second teaching placement, to monitor judgements being made by university and school

reviews a sample of marked written assignments across subject areas (Assignment 1, 2 or 3)

receives oral feedback, in discussion with subject representatives, on aspects of the whole course

attends and advises at both Board of Examiners meetings in May and June writes a programme report for the university, with recommendations for change if

appropriate.

PGCE Board of ExaminersThe PGCE Board of Examiners consists of PGCE University tutors, school teacher representatives, and the Subject and Chief External Examiners. The Board meets twice during the Summer Term. The purpose of the first meeting (Wednesday 27 May 2020) is to review your progress as a teacher and to determine whether or not you have completed your second teaching placement satisfactorily. The purpose of the second meeting (Wednesday 24 June 2020) reviews your overall progress. To pass the PGCE, and thus be recommended for QTS, you must have:

met the attendance requirements (the DfE requires you to have completed 120 days in school)

completed all the written assignments to a satisfactory level (with no more than 20 credits failed – see Assignment Handbook)

completed your second teaching placement satisfactorily met the Teachers’ Standards for the recommendation of the award of QTS completed your Primary School Placement satisfactorily (September) completed the Professional Enrichment process satisfactorily (June) submitted your Continuing Professional Development (CPD) Profile satisfactorily

(June)

Note: In exceptional cases the Board reserves the right to ask a trainee to satisfy any additional requirements which in its professional judgement it deems appropriate and reasonable.

Extension PlacementsA trainee may be offered the opportunity to complete an Extension Placement if the Board of Examiners decides that the trainee has not yet met all of the Teachers’ Standards but that progress made thus far would suggest that there is potential for a satisfactory outcome with limited additional work. This decision to offer an Extension Placement to a trainee can be made at either the meeting of the Board of Examiners in May or in June.

The Board of Examiners will decide upon the length of an Extension Placement. A trainee could be offered an Extension Placement of either 5 or 10 weeks. The offer of a placement is conditional upon securing an agreement with a school to ‘host’ the trainee.

Please note: if a host school cannot be reasonably be found then the extension placement cannot proceed. In this circumstance, the PGCE staff would normally always approach three partnership schools in the first instance. Should a host school not be available, the trainee would be required to withdraw from the programme.

The DITT will write to the trainee to inform them of the decision taken by the Board of Examiners. The DITT will outline the targets that are still a particular cause for concern and state that all standards must be satisfactorily demonstrated during the Extension Placement.

Page 46: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

46

The DITT will indicate the associated costs for the trainee. The DITT will make clear that the offer is conditional both upon:

(i) being able to secure an agreement with a school to ‘host’ the trainee, and(ii) securing permission for a period of extended registration from the Board for

Graduate Schools.

If the trainee wishes to take advantage of this opportunity he or she is required to respond in writing to the DITT within 7 days of receipt of the letter.

If the trainee accepts the offer of an Extension Placement, the DITT will ensure that the form requesting an extension to university registration is completed by the trainee’s supervisor, and Chair of the Board of Studies prior to the submission of that document to the Board for Graduate Schools.

If a school agrees to ‘host’ the trainee during the Extension Placement, a visit schedule is developed. This will include information about visits to be made by a university tutor and, possibly, a visit by an External Examiner. The schedule will be clarified during the Placement as the progress being made by the trainee is reviewed.

During the Extension Placement, the following documentation will be completed and filed:

The University of York lesson observation proforma (to be completed by the school each week);

The Extension Placement Tutor Visit Proforma (to be completed by the university-based tutor during each visit)

The Extension Placement Progress Review be completed mid-way through by the school mentor and trainee

The Extension Placement Final Review be completed at the end of the Placement by the school mentor and trainee

The Extension Placement Checklist will be completed by the DITT.

Following the completion of the Extension Placement, a Board of Examiners will be convened to consider the evidence of achievement in relation to the Teachers’ Standards for QTS. The DITT will ensure that the decisions taken by the Board of Examiners are communicated to the relevant individuals and groups.

All relevant documentation including department handbook will be placed as appropriate and in line with current practice on the PGCE Website.

Page 47: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

Teac

hers

’ Sta

ndar

ds (D

fE, 2

012)

PPRREEAA

MMBBLL

EETe

ache

rs m

ake

the

educ

atio

n of

thei

r pup

ils th

eir f

irst c

once

rn,

and

are

acco

unta

ble

for a

chie

ving

the

high

est p

ossi

ble

stan

dard

s in

wor

k an

d co

nduc

t.Te

ache

rs a

ct w

ith h

ones

ty a

nd in

tegr

ity; h

ave

stro

ng s

ubje

ct

know

ledg

e, k

eep

thei

r kno

wle

dge

and

skill

s as

teac

hers

up-

to-

date

and

are

sel

f-crit

ical

; for

ge p

ositi

ve p

rofe

ssio

nal

rela

tions

hips

; and

wor

k w

ith p

aren

ts in

the

best

inte

rest

s of

thei

r pu

pils

.PPAA

RRTTOONN

EE::TTee

aacchhii

nngg11

SSeetthh

iigghh

eexxppee

ccttaatt

iioonnss

wwhhii

cchhiinn

ssppiirree

,,mmoott

iivvaatt

eeaann

ddcchh

aallllee

nnggee

ppuuppii

llss- e

stab

lish

a sa

fe a

nd st

imul

atin

g en

viro

nmen

t for

pup

ils, r

oote

d in

m

utua

l res

pect

- set

goa

ls th

at st

retc

h an

d ch

alle

nge

pupi

ls of

all

back

grou

nds,

abili

ties a

nd d

ispos

ition

s- d

emon

stra

te co

nsist

ently

the

posit

ive

attit

udes

, val

ues a

nd

beha

viou

r whi

ch a

re e

xpec

ted

of p

upils

.22

PPrroomm

oottee

ggoooodd

pprroogg

rreessss

aanndd

oouuttcc

oommeess

bbyyppuu

ppiillss

- be

acco

unta

ble

for a

ttain

men

t, pr

ogre

ss a

nd o

utco

mes

of t

he

pupi

lspl

an te

achi

ng to

bui

ld o

n pu

pils

’ cap

abili

ties

and

prio

r kno

wle

dge

- gui

de p

upils

to re

flect

on

the

prog

ress

they

hav

e m

ade

and

thei

r em

ergi

ng n

eeds

- dem

onst

rate

kno

wle

dge

and

unde

rsta

ndin

g of

how

pup

ils le

arn

and

how

this

impa

cts

on te

achi

ng- e

ncou

rage

pup

ils to

take

a re

spon

sibl

e an

d co

nsci

entio

us

attit

ude

to th

eir o

wn

wor

k an

d st

udy.

33DD

eemmoonn

ssttrraa

tteeggoo

ooddssuu

bbjjeecc

ttaanndd

ccuurrrr

iiccuull

uummkknn

oowwllee

ddggee

-hav

e a

secu

re k

now

ledg

e of

the

rele

vant

sub

ject

(s) a

nd

curr

icul

um a

reas

, fos

ter a

nd m

aint

ain

pupi

ls’ i

nter

est i

n th

e su

bjec

t, an

d ad

dres

s m

isun

ders

tand

ings

- dem

onst

rate

a c

ritic

al u

nder

stan

ding

of d

evel

opm

ents

in th

e su

bjec

t and

cur

ricul

um a

reas

, and

pro

mot

e th

e va

lue

of

scho

lars

hip

-dem

onst

rate

an

unde

rsta

ndin

g of

and

take

resp

onsi

bilit

y fo

r pr

omot

ing

high

sta

ndar

ds o

f lite

racy

, arti

cula

cy a

nd th

e co

rrec

t us

e of

sta

ndar

d En

glis

h, w

hate

ver t

he te

ache

r’s s

peci

alis

t su

bjec

t44

PPllaann

aanndd

tteeaacc

hhww

eellllss

ttrruucctt

uurreedd

lleessss

oonnss

- im

part

know

ledg

e an

d de

velo

p un

ders

tand

ing

thro

ugh

effe

ctiv

e

use

of le

sson

tim

e -p

rom

ote

a lo

ve o

f lea

rnin

g an

d ch

ildre

n’s

inte

llect

ual c

urio

sity

-set

hom

ewor

k an

d pl

an o

ther

out

-of-c

lass

act

iviti

es to

co

nsol

idat

e an

d ex

tend

the

know

ledg

e an

d un

ders

tand

ing

pupi

ls h

ave

acqu

ired

-refle

ct s

yste

mat

ical

ly o

n th

e ef

fect

iven

ess

of le

sson

s an

d ap

proa

ches

to te

achi

ng-c

ontri

bute

to th

e de

sign

and

pro

visi

on o

f an

enga

ging

cu

rric

ulum

with

in th

e re

leva

nt s

ubje

ct a

rea(

s).

55AAdd

aapptttt

eeaacchh

iinngg

ttoorree

ssppoonn

ddttoo

tthhee

ssttrree

nnggtthh

ssaann

ddnnee

eeddss

ooffaall

llppuu

ppiillss

- kno

w w

hen

and

how

to d

iffer

entia

te a

ppro

pria

tely

, usi

ng

appr

oach

es w

hich

ena

ble

pupi

ls to

be

taug

ht e

ffect

ivel

y-h

ave

a se

cure

und

erst

andi

ng o

f how

a ra

nge

of fa

ctor

s ca

n in

hibi

t pup

ils’ a

bilit

y to

lear

n, a

nd h

ow b

est t

o ov

erco

me

thes

e-d

emon

stra

te a

n aw

aren

ess

of th

e ph

ysic

al, s

ocia

l and

in

telle

ctua

l dev

elop

men

t of c

hild

ren,

and

kno

w h

ow to

ada

pt

teac

hing

to s

uppo

rt pu

pils

’ edu

catio

n at

diff

eren

t sta

ges

of

deve

lopm

ent

-hav

e a

clea

r und

erst

andi

ng o

f the

nee

ds o

f all

pupi

ls, i

nclu

ding

th

ose

with

spe

cial

edu

catio

nal n

eeds

; tho

se o

f hig

h ab

ility

; th

ose

with

Eng

lish

as a

n ad

ditio

nal l

angu

age;

thos

e w

ith

disa

bilit

ies;

and

be

able

to u

se a

nd e

valu

ate

dist

inct

ive

teac

hing

app

roac

hes

to e

ngag

e an

d su

ppor

t the

m.

66MM

aakkee

aaccccuu

rraattee

aanndd

pprroodd

uuccttiivv

eeuuss

eeooff

aassssee

ssssmm

eenntt

-kno

w a

nd u

nder

stan

d ho

w to

ass

ess

the

rele

vant

sub

ject

and

cu

rric

ulum

are

as, i

nclu

ding

sta

tuto

ry a

sses

smen

t req

uire

men

ts-m

ake

use

of fo

rmat

ive

and

sum

mat

ive

asse

ssm

ent t

o se

cure

pu

pils

’ pro

gres

s-u

se re

leva

nt d

ata

to m

onito

r pro

gres

s, s

et ta

rget

s, a

nd p

lan

subs

eque

nt le

sson

s-g

ive

pupi

ls re

gula

r fee

dbac

k, b

oth

oral

ly a

nd th

roug

h ac

cura

te

mar

king

, and

enc

oura

ge p

upils

to re

spon

d to

the

feed

back

.77

MMaann

aaggee

bbeehhaa

vviioouu

rreeffffee

ccttiivv

eellyy

ttooeenn

ssuurree

aaggoo

ooddaann

ddssaa

ffeellee

aarrnnii

nnggeenn

vviirroo

nnmmeenn

tt-h

ave

clea

r rul

es a

nd ro

utin

es fo

r beh

avio

ur in

cla

ssro

oms,

and

ta

ke re

spon

sibi

lity

for p

rom

otin

g go

od a

nd c

ourte

ous

beha

viou

r bo

th in

cla

ssro

oms

and

arou

nd th

e sc

hool

, in

acco

rdan

ce w

ith

the

scho

ol’s

beh

avio

ur p

olic

y-h

ave

high

exp

ecta

tions

of b

ehav

iour

, and

est

ablis

h a

fram

ewor

k fo

r dis

cipl

ine

with

a ra

nge

of s

trate

gies

, usi

ng

prai

se, s

anct

ions

and

rew

ards

con

sist

ently

and

fairl

y-m

anag

e cl

asse

s ef

fect

ivel

y, u

sing

app

roac

hes

whi

ch a

re

appr

opria

te to

pup

ils’ n

eeds

in o

rder

to in

volv

e an

d m

otiv

ate

them

-mai

ntai

n go

od re

latio

nshi

ps w

ith p

upils

, exe

rcis

e ap

prop

riate

au

thor

ity, a

nd a

ct d

ecis

ivel

y w

hen

nece

ssar

y.88

FFuullffii

llwwiidd

eerrpprr

ooffeess

ssiioonn

aallrree

ssppoonn

ssiibbii

lliittiiee

ss-m

ake

a po

sitiv

e co

ntrib

utio

n to

the

wid

er li

fe a

nd e

thos

of t

he

scho

ol-d

evel

op e

ffect

ive

prof

essi

onal

rela

tions

hips

with

col

leag

ues,

kn

owin

g ho

w a

nd w

hen

to d

raw

on

advi

ce a

nd s

peci

alis

t sup

port

-dep

loy

supp

ort s

taff

effe

ctiv

ely

-take

resp

onsi

bilit

y fo

r im

prov

ing

teac

hing

thro

ugh

appr

opria

te

prof

essi

onal

dev

elop

men

t, re

spon

ding

to a

dvic

e an

d fe

edba

ck

from

col

leag

ues

-com

mun

icat

e ef

fect

ivel

y w

ith p

aren

ts w

ith re

gard

to p

upils

’ ac

hiev

emen

ts a

nd w

ell-b

eing

.PPAA

RRTTTTWW

OO::PPee

rrssoonn

aallaann

ddpprr

ooffeess

ssiioonn

aallccoo

nndduucc

ttAA

tteeaacc

hheerrii

sseexx

ppeecctt

eeddttoo

ddeemm

oonnsstt

rraattee

ccoonnss

iissttee

nnttllyy

hhiigghh

ssttaann

ddaarrdd

ssooff

ppeerrss

oonnaall

aanndd

pprrooff

eessssii

oonnaall

ccoonndd

uucctt..

TThhee

ffoolllloo

wwiinn

ggsstt

aatteemm

eennttss

ddeeffiinn

eetthh

eebbee

hhaavvii

oouurraa

nnddaatt

ttiittuudd

eessww

hhiicchh

sseetttt

hheerree

qquuiirree

ddsstt

aannddaa

rrddffoo

rrccoonn

dduucctt

tthhrroo

uugghhoo

uuttaa

tteeaacc

hheerr’’ss

ccaarree

eerr..

Teac

hers

uph

old

publ

ic tr

ust i

n th

e pr

ofes

sion

and

mai

ntai

n hi

ghst

anda

rds

of e

thic

s an

d be

havi

our,

with

in a

nd o

utsi

de s

choo

l, by

:- t

reat

ing

pupi

ls w

ith d

igni

ty, b

uild

ing

rela

tions

hips

root

ed in

mut

ual r

espe

ct, a

nd a

t all

times

obs

ervi

ng p

rope

r bou

ndar

ies

appr

opria

te to

a te

ache

r’s p

rofe

ssio

nal p

ositi

on-h

avin

g re

gard

for t

he n

eed

to s

afeg

uard

pup

ils’ w

ell-b

eing

, in

acco

rdan

ce w

ith s

tatu

tory

pro

visi

ons

-sho

win

g to

lera

nce

of a

nd re

spec

t for

the

right

s of

oth

ers

-not

und

erm

inin

g fu

ndam

enta

l Brit

ish

valu

es, i

nclu

ding

dem

ocra

cy, t

he ru

le o

f law

, ind

ivid

ual l

iber

ty a

nd m

utua

l res

pect

,an

d to

lera

nce

of th

ose

with

diff

eren

t fai

ths

and

belie

fs-e

nsur

ing

that

per

sona

l bel

iefs

are

not

exp

ress

ed in

way

s w

hich

expl

oit p

upils

’ vul

nera

bilit

y or

mig

ht le

ad th

em to

bre

ak th

e la

w.

Teac

hers

mus

t hav

e pr

oper

and

pro

fess

iona

l reg

ard

for t

he e

thos

, po

licie

s an

d pr

actic

es o

f the

sch

ool i

n w

hich

they

teac

h, a

nd

mai

ntai

n hi

gh s

tand

ards

of a

ttend

ance

and

pun

ctua

lity.

Teac

hers

mus

t hav

e an

und

erst

andi

ng o

f, an

d al

way

s ac

t with

in,

the

stat

utor

y fra

mew

orks

whi

ch s

et o

ut th

eir p

rofe

ssio

nal d

utie

s an

d re

spon

sibi

litie

s.

Page 48: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

Facilities and Resources for TraineesResources Areas

Each curriculum area has a "home base" providing access to teaching and learning resources and equipment. Some resources and apparatus are on open access while other materials may be obtained via tutors or technicians. Further information on the resources in each curriculum area base is documented in the curriculum area section of this handbook. During Induction your CA lead tutor and other tutors will show you what is available.

Website

Trainees’ key documentation is available on the PGCE website (Handbooks, and forms) http://www.york.ac.uk/education/pgce/trainees/

VLE - Yorkshare

The VLE gives electronic access to a range of resources at whole school level and subject level. More details will be provided in the early part of the course. The VLE has an announcements page which you are urged to check regularly, especially during school placements. http://vle.york.ac.uk

Provision in School

The Partnership Agreement between the University of York and its partnership schools makes the following provision for trainees:

regular observation of and feedback on their lessons, including their planning, their teaching and assessment methods; this could be oral or written feedback, from the subject mentor or other subject teachers, and (at least once during the second teaching placement) by the Professional Tutor

formal written feedback, during both teaching placements, in the form of the Weekly Lesson Observation Form, structured against the Teachers’ Standards and including targets for future progress.

a weekly formal tutorial during the autumn term (before Block 1 of Placement 1 begins) on an agreed subject-specific topic

a weekly session during the autumn term (before Block 1 of Placement 1 begins) and for an agreed number of weeks during the second teaching placement on WSI.

opportunities to observe lessons during both placements. a weekly meeting, during the first and second placements, with subject mentor to

review progress against the Teachers’ Standards (using the Standards Profile as the basis for the meeting’s agenda), and to discuss targets for the future. It is the responsibility of the trainee to keep a record of this meeting (on the pro-forma entitled Weekly Record of Discussion with Subject Mentor), with the mentor and trainee both signing the record.

The procedure which should be followed by trainees who feel they are not receiving the training outlined above is as follows:

the issue should be raised initially with either the subject mentor or the professional tutor, in a professional way;

if the issue cannot be resolved satisfactorily in school, the trainee should consult his/her university tutor.

In cases which remain unresolved at this point, the DITT will become involved if this is deemed appropriate.

Page 49: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

49

The subject section of this handbook contains a list of expected learning opportunities in school.

Provision at University

The Partnership Agreement makes the following provision for trainees: courses in Subject Method (Curriculum Area) teaching and Whole School Issues in

the Autumn Term; further sessions during January, March and May/June (see course outline)

the provision of school placements which provide regular, structured teaching opportunities, assessment and support in order to develop the Teachers’ Standards, and preparation for these school placements via inputs referred to above

support during their school placements, including liaison with subject mentors and Professional Tutors, to meet the Teachers’ Standards

support with reviewing and reflecting on their first placement school experience on their return to the university in December and February; help with target-setting for teaching placement 2

at least two school visits, one in each teaching placement, where a subject tutor will undertake a formal observation followed by written and oral feedback on their lesson planning, teaching, assessment, and evaluations. Further visits will be made if school staff feel there are problems with a trainee making sufficient progress towards the Teachers’ Standards. If there is serious concern, trainees will be observed by an External Examiner who will provide independent written feedback and assessment

advice for planning written assignments and feedback on these advice on drafting the CPD document and on approaching suitable Professional

Enrichment placements; this will mainly take place during the return visit in March part-way through the second teaching placement. Tutors will agree and sign the final draft of the CPD at the end of the course.

advice and support on seeking and securing a teaching post pastoral support throughout the course

Page 50: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

50

Trainees’ ResponsibilitiesTrainees are expected:

to attend, and be punctual for, all elements of the course, both University-based and school-based; and to inform university or school in good time of any absence;

to undertake all reasonable requests made of them by tutors, mentors or other colleagues in school;

to ensure they undertake: (i) regular monitoring of progress towards meeting the Teachers’ Standards for the Award of QTS by completing the Standards Profile; and (ii) weekly monitoring of progress in school by completing the Weekly Record of Discussion with Subject Mentor;

to meet all deadlines for submission of assignments, other course documents and administrative information;

to return materials and resources borrowed from school before the end of the school placements, and books etc borrowed from the university before the end of the course;

to conduct themselves in a professional manner at all times.

Some examples of professionalism:

Arriving early for university sessions and for each day in school; turning off your mobile; waiting until breaks to eat or drink other than water);

Being polite, honest, fair and patient in your interactions with everyone involved in the course;

Demonstrating appropriate conduct at all times (including dress codes and personal presentation);

Being involved with a tutor group, and in whole school and extra-curricular activities; Planning all lessons and getting plans checked; Ensuring pupils’ work is regularly assessed and recorded, and that all marking is up

to date by the end of each school placement; Using non-contact time in school profitably; Being prepared to stay behind after school to consult with school staff, attend

departmental meetings, parents’ evenings, etc; Evaluating your performance and striving for improvement; Understanding and abiding by issues of confidentiality in line with the school and

University’s policies on GDPR; Understanding – and being sensitive to the fact – that tutors, mentors and other

professionals in the course are busy people; Abiding by school and department policies, paying particular regard to issues of e-

safety and appropriate use of social media (e.g. setting privacy settings appropriately).

Where a trainee does not comply with these guidelines, or with any other reasonable expectations e.g. proper written lesson plans, failure to mark pupils’ work regularly, ignoring advice given etc., this should initially be dealt with between the subject mentor and the professional tutor. Where concerns persist, the professional tutor should contact the relevant university tutor.

Page 51: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

51

PGCE: Financial ArrangementsTravel expenses for school placements and visits

We recognise that as part of your PGCE you may be required to travel distances that, in some cases, are substantially further than the distance you travel to campus. We would like to support those travelling considerable distances with the financial burden this may cause. The arrangements below outline the process for refunds for travel expenses incurred in connection with your teaching placements and visits.

For Core, Pathfinder and DOMTSA (All Saints) trainees, generally speaking, any reasonable claim for a contribution towards travel expenses genuinely and necessarily incurred will be met. However, at a time of severe financial stringency for the University, we rely on your co-operation to ensure that travel costs incurred are at a minimum allowing those with the greatest need to be prioritised.

You are no doubt aware that the Government awards different levels of bursary to many trainees depending on such things as subject specialism and degree class. We have decided not to take this into account when we offer a contribution to your travel expenses as we are unlikely to know the complete financial situation of each individual trainee, however we ask that those of you particularly who are in receipt of more generous bursaries consider whether you need to claim even though you are entitled to do so. Additionally, we pride ourselves on our attitude towards wider environmental considerations and, as such, we ask that you always consider car-sharing to placements. Whilst this may be initially inconvenient, we offer enhanced travel payments to those willing to adopt a collegiate, sustainable and helpful approach towards transport.

We have constructed the following guidelines in order that those with the greatest need can be prioritised and that those adopting a collegiate attitude may be rewarded:

A contribution towards travel will be made to those students travelling to schools outside of York, where the distance travelled between the trainee’s place of residence and the school is the greater than the distance between the trainee’s place of residence and the University

For car travel, the contribution made will be 14p per mile. If you take passengers this amount will be enhanced as follows: 18p (1 passenger), 22p (2 passengers), 26p (3 passengers)

For public transport, the contribution made will be 50% of the cost of tickets. Please keep all tickets/proof of purchase for submission with a claim form.

If you travel by train, you will travel second class and use your young person’s rail card, where appropriate

In order for us to be able to monitor and prioritise travel contributions we ask that once you have decided how you are travelling to your placement school, you complete a Travel Bursary Application form (on the PGCE VLE and website).

PLEASE NOTE: If you are driving, you will also need to complete an Authorised Driver Registration form (link on the website). At the end of each block placement you will be invited to complete a Travel Claim form (on the website) detailing the expenses actually incurred.

In order to complete the Travel Bursary Application form as a driver, please use the Mileage Chart (link on the website), subtracting the mileage from your place of residence to the University to establish the number of additional miles this placement is for you.

YTSA trainees will need to direct any travel queries to their school direct provider.

Your point of contact regarding travel is Helen Granger: [email protected]

Page 52: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

52

Hardship Fund and Access Fund

Some trainees are able to receive financial assistance with travel/school placement costs because they meet the eligibility criteria for PGCE Access funding. More details are available on the VLE. Further information about Access funding will be shared with you at the start of the academic year.

If you are in need of extra financial assistance, and particularly if you find yourself in unexpected financial difficulties because of unforeseen, necessary expenditure, you may be able to receive additional support from either wider university funding or a ring-fenced PGCE Hardship fund.

Eligibility for Access funding or a Hardship Bursary is not affected by your route (Core, PF, YTSA or DOMTSA)

Your point of contact regarding the Hardship fund or Access fund is Helen Granger: [email protected]

Any trainee who experiences financial difficulties during their ITT year to such an extent that their likelihood of completing the course is jeopardised, should discuss issues as soon as possible with their university tutor and/or the DITT.

Payment of your teacher training bursary

When you register before or during Induction Week, arrangements are immediately made for payment of your training bursary. The University arranges for you to be paid once per month (1st of month) from the start of October for 10 months, through the University Payments Office.

Professional AssociationsListed below are the main Professional Associations to which many teachers belong. These provide membership packages for trainees. Representatives of the associations are invited to visit the Department and/or to provide publicity material.

The Association of Teachers and Lecturers (ATL) at www.atl.org.uk The National Association of Schoolmasters and Union of Women Teachers

(NAS/UWT) at www.nasuwt.org.uk The National Education Union (NEU) at https://neu.org.uk The Professional Association of Teachers (PAT) at http://www.voicetheunion.org.uk The Chartered College of Teaching at https://chartered.college

The NUT and NASUWT merged to form the National Education Union, but still have separate websites for information currently (www.teachers.org.uk and https://www.nasuwt.org.uk).

Details of associations which are concerned with particular curriculum areas or interests will be made available by CA Lead tutors.

During Induction week representatives from each union and the Chartered College are invited in for one session to give trainees the opportunity to ask questions and be given materials. However, there is no requirement for a trainee or teacher to be a member of any professional association.

Your First Teaching PostMost teaching posts are advertised in the TES (Times Educational Supplement) which is published every Friday and is available in the University Library. It can also be accessed on-

Page 53: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

53

line and you are able to sign up for adverts from specific regions/subjects and types of schools to come to you via email.

The Guardian has an Education Supplement every Tuesday, and the Independent every Thursday. These carry a number of advertisements for posts in the Education Service. The Department also receives copies of Teachers' Weekly and TES First Appointments.

Some Local Authorities and head teachers send details of posts direct to the Department. These will be made available by curriculum area tutors, on the VLE, or emailed to you via the VLE or via the PGCE Administrator. The University Careers Service also receives details of teaching vacancies. Posts are also advertised on the web. The University Careers Service offers advice and appointments for those who decide not to enter teaching directly after their PGCE, or who wish to enter the education field not as a teacher.

Job applications are made either directly to schools or to a Local Authority. By far the majority of secondary school posts are filled by direct application to schools. Making an application usually involves completion of an application form and/or submission of a letter of application and CV.

Out of courtesy, you should always ask your University and your placement school tutors first before placing them as a possible referee on any form or letter. The turnaround time on reference requests can be as little as 24 hours, so the PGCE team have devised a reference form which provides a basic reference for any school for each trainee. If the school requires a fuller reference they can then request this.

General advice on applications and interviews will form part of your PGCE programme. We also make use of a recently retired Head Teacher to give bespoke advice and support to any trainee on the course at any point from January each year. This tutor will work with you on letters of application, interview practice, interview diagnosis and so on. Tutors and school mentors will provide additional and specific help. Please do ask for support as you consider and then make applications and prepare for interview.

Please refer to the first post section on our VLE.

Page 54: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

54

PGCE GlossaryThe definitions given below are to be read in the context of the PGCE course.

AssignmentOne of the 3 pieces of formally assessed written postgraduate work written by trainees.

BMEBlack and Minority Ethnic (usually in relation to recruitment).

Board of ExaminersThe University body which meets at the end of the course to review trainees’ progress – it consists of both university and school representatives as well as the Chief and Subject External Examiners.

CPDThe CPD (Continuing Professional Development) Profile is a record of trainees’ achievements over the PGCE year and their areas for further development during their first years of teaching.

Chief External ExaminerThis person monitors the content and the quality of the course overall, across subject areas, as well as examining the practical teaching of borderline pass trainees.

Curriculum AreaOne of the subjects which York trainees are trained to teach. i.e. English, History, Mathematics, Modern Foreign Languages, Sciences (Biology, Chemistry or Physics).

Department for Education (DfE)This is the part of UK government with responsibility for education policy and practice.

Development phaseThe period of the second teaching placement when trainees take on responsibility for teaching several classes.

DITTDirector of Initial Teacher Training

ECFEarly Career Framework, which is to be statutory from September 2021 nationally, but operational from 2020 in pilot areas (Doncaster, Barnsley, NE in our region). This may affect you in your first post.

Extension phaseThe final period of the second teaching placement when trainees widen their experience of all aspects of teaching and school life.

External ExaminerThere is one for each curriculum area. External examiners moderate written assignments as well as the content and quality of the curriculum area courses.

Induction phaseThe first week of the second teaching placement when trainees become familiar with the school, observing classes they will later teach.

ITTInitial Teacher Training

Page 55: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

55

MentorThe subject teacher in school who has responsibility for the training, support and assessment of trainees.

NCTLNational College for Teaching and Leadership, now merged into the DfE but often still referred to.

Partnership AgreementThe document (as required by the DFE/NCTL Criteria for ITT) which sets out the responsibilities of university and schools regarding initial teacher training.

Partnership schoolA school which works with the University of York to provide the PGCE course.

Professional EnrichmentThe period of two weeks after the second teaching placement designed to give trainees an opportunity to devise their own programme based on their needs and interests, to enable them to develop further as a teacher.

Professional TutorThe teacher in school with overall responsibility for all aspects of teacher training.

QTSQualified Teacher Status – trainees will be recommended for this when they pass the PGCE course.

School DirectThis is a form of ITT where trainees train partly in school and partly in university. York works with three partners: Pathfinder TSA, Yorkshire TSA, Diocese of Middlesborough TSA (All Saints). Certain trainees on the PGCE course will be registered as School Direct trainees. For most WSI sessions Pathfinder and YTSA School Direct trainees are at their school hub.

School Placement 1 Block 1The continuous period of time spent in school during the autumn term, during which trainees have a teaching commitment of at least 8 hours per week.

School Placement Review (1-4)Four reports written by the school on trainees’ progress during their teaching placements.

Standards ProfileThis is a record of evidence which trainees compile during their PGCE year showing how they are meeting the Standards for the award of QTS. It can be used as a basis for discussions between subject mentor or university tutor and trainee.

Teachers StandardsThe national standards all trainees, NQTs and established teachers must meet (DfE, 2012).

TutorThe member of the university staff who supervises all aspects of trainees’ progress over the year, including marking assignments, writing references, visits to school etc. Tutors contribute to curriculum area sessions.

Weekly Record of Discussion with Subject MentorThis is an ongoing record which trainees compile as a summary of the weekly discussion with their subject mentor during teaching placements. It is to be completed by the trainee and signed by both trainee and subject mentor. It is commonly referred to a the “yellow’ form.

Page 56: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

56

2019-20 Trainee Checklist for the Autumn TermSchool Placement 1

Serial Visits (Oct), Block 1 (Nov- Dec), Block 2 (Jan-Feb)

By the end of School Placement 1 Block 1, you MUST have planned, resourced, taught (including assessment of pupil work) and evaluated at least TWELVE lessons.

By the end of Placement 1, Block 2, you MUST also build up your professional skills and classroom expertise by taking part in as many of the following as you can:

Task CheckPlan ahead, develop and deliver a sequence of lessons and thinking through how pupils will progress for Assignment 2Look for opportunities to observe, discuss, and contribute to post-16 education in those lessons, with pupil evidence to demonstrate this.Pair teaching with other traineesTeam teaching with established teachersForm Tutor activitiesTalk to the Child Protection Officer in your schoolTalk to the SENCOLook for opportunities to observe or meet with the school nurse, police liaison officers to the school etcAssembliesWork with individual pupilsWork with groups of pupilsAttend any parents’ eveningsAttend any staff meetingsObserve and contribute to PSHE or CitizenshipTrack an individual pupil for the dayTrack a Teaching Assistant for the dayPlan, resource and teach the starter of a lessonPlan, resource and teach the plenary of a lessonPlan, resource and teach activities within lessonsMark classwork and homework in line with school policyEvaluate all of the above experiences and use them to develop your Standards ProfileKeep your weekly record of discussions document (yellows) updatedComplete your self-assessment on the assessment grid for discussion with your mentor prior to your first reviewComplete the Child Protection on-line workshop, submit your certificateBuild up to 50% teaching timetable by the end of School Placement 1 Block 2Organise your teaching and assessment files ready for the first visit from your Tutor

Task CheckIn serial visits in October, observe teachers in a range of subjects, across all age groups, and all abilities - this will help you to develop as a teacher BUT also gives you the data for your written work in Assignment One.

Page 57: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

57

School Placement 2

You should continue to do as many of the School Placement 1 activities as possible during the School Placement 2.

You will build up to a 50% timetable or more, across all age groups and abilities. You will take on the role of Form Tutor.

Task CheckOrganise your teaching and assessment files ready for the visit(s) from your TutorsRegularly update your Standards ProfileKeep your weekly record of discussions document (yellow) updatedPlan ahead for Assignment 3, small-scale research, interviews with staff and students, data collection, reading etc.Regularly mark and assess pupil workPlan your draft CPDRequest help with applications and interview preparationDuring extension phase search out other challenges to show initiative and creativityBegin to plan your Professional EnrichmentContinue to self-asses on the assessment grid for discussion with your mentor prior to each review

Page 58: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE

Sci

ence

201

9-20

20

11-1

6 (W

ith P

ost 1

6 En

hanc

emen

t

Page 59: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Sc

ienc

e H

andb

ook

2019

-202

0In

trod

uctio

n Th

e m

ain

aim

of t

he P

GC

E Sc

ienc

e co

urse

is to

pre

pare

trai

nees

to te

ach

to a

hig

h le

vel o

f exp

ertis

e. I

t is

impo

rtant

for t

rain

ees

to th

ink

and

act a

s fle

xibl

e, d

ynam

ic a

nd c

reat

ive

prof

essi

onal

s.

The

real

ity o

f sch

ool l

ife a

nd th

e ne

ed to

con

side

r the

bou

ndar

ies

of o

ne's

ow

n sp

ecia

list a

cade

mic

fiel

d su

gges

t tha

t it i

s al

so im

porta

nt fo

r tra

inee

s to

beg

in to

dev

elop

an

awar

enes

s of

the

teac

hing

of r

elat

ed a

reas

. The

se re

late

d ar

eas

may

incl

ude

the

need

for y

ou to

mak

e de

liber

ate

effo

rts to

lo

ok in

sch

ools

at a

lim

ited

amou

nt o

f oth

er m

ains

tream

rela

ted

subj

ect t

each

ing

(e.g

. Mat

hem

atic

s), a

nd to

look

gen

eral

ly a

t way

s in

whi

ch

cont

ribut

ions

can

be

mad

e to

are

as s

uch

as li

tera

cy a

nd n

umer

acy.

Focu

sing

idea

s fo

r the

yea

r's w

ork:

The

year

's g

roup

act

iviti

es, a

s w

ell a

s ea

ch tr

aine

e's

read

ing,

teac

hing

and

indi

vidu

ally

pro

gram

med

wor

k, a

re b

uilt

arou

nd th

e fo

llow

ing

idea

s:

An

enqu

iry a

ppro

ach.

A m

ajor

em

phas

is o

f the

cou

rse

is o

n th

e sy

stem

atic

and

thou

ghtfu

l obs

erva

tion

of te

achi

ng a

nd le

arni

ng, a

ctiv

e in

vest

igat

ion,

and

ski

lls o

f sel

f-ass

essm

ent.

Thi

s is

par

tly to

hel

p tra

inee

s m

ake

the

best

pos

sibl

e us

e of

the

lear

ning

opp

ortu

nitie

s of

fere

d du

ring

the

PGC

E ye

ar, b

ut a

lso

to b

uild

ski

lls w

hich

will

enab

le th

em to

go

on d

evel

opin

g as

refle

ctiv

e, c

ritic

al a

nd re

sear

ch m

inde

d pr

actit

ione

rs.

Cur

ricul

um. T

rain

ees

shou

ld b

ecom

e fa

milia

r with

key

issu

es in

Bio

logy

and

rela

ted

area

s: in

clud

ing

deve

lopi

ng p

edag

ogic

sub

ject

kno

wle

dge

rela

ting

to th

e ap

prop

riate

sci

entif

ic c

onte

nt.

Teac

hing

Met

hods

. Tra

inee

s sh

ould

kno

w a

bout

, exp

erie

nce,

pla

n an

d pr

actis

e a

rang

e of

met

hods

of t

each

ing,

so

that

they

can

sel

ect a

ppro

pria

te

met

hods

for a

ll pu

pils

and

car

ry th

em o

ut e

ffect

ivel

y. O

bser

vatio

n, p

repa

ratio

n of

teac

hing

mat

eria

ls a

nd s

uper

vise

d te

achi

ng c

ontri

bute

to th

is e

nd.

Und

erst

andi

ng o

f hea

lth a

nd s

afet

y in

pra

ctic

al w

ork.

Tr

aine

es a

re e

ncou

rage

d to

dev

elop

a w

ide

rang

e of

ICT

skills

and

com

pete

ncie

s th

roug

hout

th

e pr

ogra

mm

e. T

hese

incl

ude

deve

lopi

ng P

ower

Poin

t ski

lls, I

WB,

Tab

lets

, Int

erac

tive

votin

g sy

stem

s, M

ovie

Mak

er, V

LE, b

logg

ing,

Pod

cast

ing,

W

ikis

and

Tw

itter

.

Ass

essm

ent.

Tra

inee

s sh

ould

kno

w th

e ke

y is

sues

in d

ebat

es re

latin

g to

ass

essi

ng, r

ecor

ding

and

repo

rting

. It

is v

ital t

hat a

ppro

pria

te li

nks

are

mad

e be

twee

n te

achi

ng a

nd a

sses

sing

. It

will

be e

ssen

tial t

o ke

ep u

p-to

-dat

e w

ith c

hang

es in

the

curri

culu

m a

nd a

sses

smen

t at K

ey S

tage

s 3,

4 a

nd 5

.

Page 60: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

60

Prof

essi

onal

ism

Hig

h st

anda

rds

are

esse

ntia

l. Th

is in

clud

es m

aint

aini

ng a

ppro

pria

te s

tand

ards

in re

latio

n to

bas

ic b

ut h

ighl

y si

gnifi

cant

mat

ters

suc

h as

atte

ndan

ce,

appr

opria

te p

rese

ntat

ion

and

team

wor

k. It

als

o m

eans

exp

lorin

g, c

eleb

ratin

g an

d pr

omot

ing

form

s of

div

ersi

ty th

at a

re a

ppro

pria

te fo

r a p

lura

listic

de

moc

racy

. Tra

inee

s w

ill re

flect

upo

n th

eir o

wn

expe

rienc

es a

nd s

trive

to a

chie

ve e

xcel

lenc

e in

rela

tion

to a

ll na

tiona

l sta

ndar

ds fo

r qua

lifyi

ng to

te

ach.

As tr

aine

es a

nd te

ache

rs, y

ou h

ave

a m

ost i

mpo

rtant

role

. Th

e w

ay in

whi

ch a

soc

iety

exp

lain

s its

elf r

evea

ls m

uch

abou

t tha

t soc

iety

. As

all

peop

le

are

mem

bers

of t

hat s

ocie

ty y

ou a

re in

a s

ensi

tive

and

vita

l pos

ition

. It

is n

o ex

agge

ratio

n to

say

that

you

may

be

perc

eive

d as

a p

oten

tial k

ey

influ

ence

in b

oth

youn

g pe

rson

s' li

ves

and

in th

e de

velo

pmen

t of s

ocie

ty.

Thro

ugho

ut th

e co

urse

the

emph

asis

will

be u

pon

you

to e

ngag

e ac

tivel

y in

the

deve

lopm

ent o

f you

r tea

chin

g sk

ills.

The

cour

se ta

kes

plac

e bo

th in

sch

ools

and

at t

he U

nive

rsity

. Se

ssio

ns a

t the

Uni

vers

ity h

ave

a ge

nera

l foc

us; w

ork

in s

choo

ls re

late

s to

spe

cific

cl

asse

s an

d in

divi

dual

s. T

heor

y an

d pr

actic

e ar

e ex

plor

ed a

t bot

h th

e U

nive

rsity

and

at s

choo

ls.

Abov

e al

l, tra

inee

s sh

ould

exp

lore

way

s in

whi

ch th

ey c

an b

est m

eet t

he n

atio

nal s

tand

ards

exp

ecte

d of

beg

inni

ng te

ache

rs. Y

ou w

ill re

ceiv

e a

copy

of

thes

e st

anda

rds.

If a

trai

nee

is to

pas

s th

e co

urse

s/h

e m

ust m

eet a

ll of

the

Teac

hers

’ Sta

ndar

ds.

You

will

be e

xpec

ted

to re

ad th

e Te

ache

rs’ S

tand

ards

doc

umen

t clo

sely

, bec

ome

fam

iliar w

ith it

s ch

alle

nges

, and

to a

sses

s yo

ur d

evel

opin

g pr

ofes

sion

al e

xper

tise

agai

nst t

he v

ario

us it

ems.

Gui

danc

e w

ill be

giv

en to

you

so

that

you

can

hav

e a

fair

oppo

rtuni

ty to

ach

ieve

an

appr

opria

te

leve

l. Te

ache

rs a

nd tu

tors

are

fully

com

mitt

ed to

the

achi

evem

ent o

f you

r ful

l pot

entia

l and

they

look

forw

ard

to w

orki

ng c

olla

bora

tivel

y an

d in

tens

ivel

y w

ith y

ou s

o th

at th

e hi

ghes

t pos

sibl

e st

anda

rds

are

reac

hed

by th

e pu

pils

that

you

will

teac

h th

is y

ear a

nd in

the

futu

re.

Plea

se re

fer t

o th

e fo

llow

ing

page

s fo

r an

over

view

and

mor

e de

taile

d in

form

atio

n re

latin

g to

you

r Sci

ence

ses

sion

s ov

er th

e ye

ar.

Plea

se n

ote

(for c

ore

stud

ents

onl

y) th

at W

edne

sday

afte

rnoo

ns d

urin

g th

e A

utum

n Te

rm w

ill b

e sp

ent i

n cu

rric

ulum

are

as w

here

you

be

part

icip

atin

g in

a ra

nge

of S

essi

ons

incl

udin

g ta

king

par

t in

addi

tiona

l PSK

/pra

ctic

al s

essi

ons

and

peer

teac

hing

. D

etai

ls w

ill b

e gi

ven

to y

ou a

t th

e st

art o

f ter

m.

Plea

se b

ook

thes

e W

edne

sday

afte

rnoo

ns d

urin

g th

e A

utum

n Te

rm in

to y

our d

iary

.

Page 61: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

61

PGC

E Sc

ienc

e –

Tim

etab

leC

A S

essi

ons

Aut

umn

Term

Mon

day

AM

M

onda

y PM

Tues

day

PMW

edne

sday

PM

Indu

ctio

n W

eek

at

Uni

vers

ity16

/12/

19

Intro

duct

ion

– W

hat

mak

es a

goo

d te

ache

rTh

inki

ng in

sci

ence

Appl

ying

thin

king

in

scie

nce

Org

anis

atio

nSK

E

Met

acog

nitio

n

Dat

e (w

eek

begi

nnin

g)M

onda

ys 9

.00-

12-0

0M

onda

ys 1

3.00

-15.

00

Frid

ay 9

.00-

12.0

0Fr

iday

PM

13.

00-1

5.00

23/9

/19

PGC

E ov

ervi

ew,

assi

gnm

ent 1

and

w

orki

ng in

a s

choo

l

Activ

e ap

proa

ches

to

lear

ning

How

chi

ldre

n le

arn

The

natio

nal c

urric

ulum

13

.00-

16.0

0

30/1

2/19

Asse

ssm

ent f

or L

earn

ing

and

mea

surin

g pr

ogre

ss

BEST

Less

on p

lann

ing

Plan

ning

a s

eque

nce

of le

sson

s13

.00-

16.0

07/

10/1

9En

gagi

ng s

tude

nts

with

sc

ienc

eFe

edba

ck a

nd m

arki

ngSh

arin

g a

less

on p

lan

A Le

vel o

verv

iew

(sub

ject

sp

ecifi

c)IO

P 13

.00-

16.0

014

/10/

19W

orki

ng s

cien

tific

ally

Wor

king

Sci

entif

ical

ly

Get

ting

prac

tical

STEM

Lea

rnin

g Vi

sit

21/1

0/19

Plan

ning

for p

ract

ical

Plan

ning

for p

ract

ical

Incl

usio

n D

ayIn

clus

ion

Day

28

/10/

19C

oach

ing

thro

ugh

plac

emen

t 116

/12/

19Sh

ow a

nd te

ll KS

3 m

arke

tpla

ce

Mat

hs in

Sci

ence

Li

tera

cy a

nd n

umer

acy

Prac

tical

wor

ksho

p, re

sour

ces

Chr

istm

as d

emos

Page 62: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

62

CA

Ses

sion

s Sp

ring

Term

Dat

e (w

eek

begi

nnin

g )

Mon

day

Wed

nesd

ayTh

ursd

ayFr

iday

6/1/

20PS

K Ph

ysic

s A

M 9

-12

Req

uire

d pr

actic

al P

hysi

cs

PM 1

3-16

PSK

Che

mis

try A

M 9

-12

Assi

gnm

ent 2

and

Fol

ders

PM

13-

15

PSK

Biol

ogy

AM

9-1

2R

equi

red

prac

tical

’s

Che

mis

try P

M 1

3-16

ASE

or S

elf-s

tudy

day

10/2

/20

Req

uire

d pr

actic

al’s

bi

olog

y A

M 9

-12

Diff

eren

tiatio

n PM

13-

15

SEN

D a

nd w

orki

ng w

ith

TAs

AM

9-1

2R

esea

rch

met

hods

/Eth

ics

Assi

gnm

ent 3

PM

13-

1623

/3/2

0Pr

epar

atio

n fo

r firs

t pos

tPM

13-

15

CA

ses

sion

s - s

umm

er te

rm

Dat

e (w

eek

begi

nnin

g)M

onda

yTu

esda

yW

edne

sday

Thur

sday

Frid

ay25

/5/2

0B

ank

Hol

iday

Assi

gnm

ent 3

and

fo

lder

che

ck A

M 9

-12

A-Le

vel P

ract

ical

s 9-

12TB

C A

M 9

-12

1/6/

20C

reat

ivity

day

9-1

5ST

EM C

lubs

and

ou

treac

h A

M 9

-12

Soci

o Ec

onom

ic id

eas

PM 1

3-15

Usi

ng T

echn

olog

y in

the

clas

sroo

m P

M 1

3-15

A-Le

vel P

ract

ical

s 13

-15

Mic

robi

olog

y A

M 9

-12

Dis

sect

ions

PM

13-

15

8/6/

20Pr

ofes

sion

al e

nric

hmen

t15

/6/2

0Pr

ofes

sion

al e

nric

hmen

t22

/6/2

0Pr

ofes

sion

al e

nric

hmen

t pr

esen

tatio

ns P

M 1

3-15

Man

agin

g di

scus

sion

s A

M 9

-12

Dea

ling

with

co

ntro

vers

ies

PM 1

3-15

Assi

gnm

ent 3

pr

esen

tatio

ns A

M 9

-12

Exam

Boa

rd a

ll da

y

Ecol

ogy

field

trip

9-1

6R

ailw

ay m

useu

m 9

-16

Page 63: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

63

Scie

nce

PGC

E C

ours

e - P

repa

ring

for S

essi

ons

You

are

train

ing

to b

ecom

e a

teac

her a

t a v

itally

sig

nific

ant m

omen

t in

the

hist

ory

of e

duca

tion.

Bi

olog

y te

achi

ng is

a m

atte

r of s

trong

pub

lic in

tere

st.

Now

is th

e tim

e fo

r you

to in

volv

e yo

urse

lf fu

lly in

the

deba

tes

and

beco

me

a pr

ofes

sion

al w

ho c

an te

ach

the

Key

Stag

e 3

Cur

ricul

um, G

CSE

, A le

vel

and

othe

r rel

ated

wor

k in

a w

ay th

at w

ill en

rich

the

lives

of y

our s

tude

nts.

You

will

be e

ncou

rage

d to

take

a v

ery

activ

e pa

rt in

the

sess

ions

.

Plea

se re

fer t

o th

e VL

E fo

r up

to d

ate

web

site

s an

d re

sour

ces

linke

d to

the

sess

ions

.

Indu

ctio

n W

eek

Mon

day

16/9

/19

10.4

5-12

.00

Intr

oduc

tions

– W

hat

mak

es a

goo

d te

ache

r?TS

4, 8

CA

Lea

ds/ a

ll av

aila

ble

tuto

rs

An in

tera

ctiv

e an

d fu

n in

trodu

ctio

n to

the

grou

p w

hich

hel

ps y

ou b

egin

s to

refle

ct o

n te

achi

ng a

nd le

arni

ng in

the

clas

sroo

m.

Indu

ctio

n W

eek

Mon

day

16/9

/19

13.0

0-15

.00

Thin

king

in S

cien

ceTS

2, 3

CA

Lea

d

Pupi

ls a

re a

sked

to th

ink

in a

num

ber o

f diff

eren

t way

s w

hen

they

are

in s

cien

ce le

sson

s. T

his

sess

ion

aim

s to

intro

duce

to y

ou th

inki

ng

abou

t how

pup

ils th

ink

in s

cien

ce a

nd to

con

side

r the

mai

n th

eorie

s of

pup

il le

arni

ng.

S J.

Sca

ife, J

. Lea

rnin

g in

sci

ence

Cha

pter

4 in

Wel

lingt

on, J

. and

Ires

on, G

. (20

12).

Scie

nce

Lear

ning

, Sci

ence

teac

hing

(3rd

Ed)

Ab

ingd

on:R

outle

dge.

Tabe

r, K.

(201

4). S

tude

nt th

inki

ng a

nd le

arni

ng in

sci

ence

. Lon

don:

Rou

tledg

e.

Mul

ler U

, Car

pend

ale,

J. a

nd S

mith

, L (E

ds) (

2009

) The

Cam

brid

ge c

ompa

nion

to P

iage

t. N

ew Y

ork

: Cam

brid

ge U

nive

rsity

Pre

ss. (

this

is

elec

troni

c)

Page 64: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

64

Indu

ctio

n W

eek

Tues

day

17/9

/19

13.0

0-15

.00

App

lyin

g Th

inki

ng in

Sc

ienc

eO

rgan

isat

ion

SKE

TS3

CA

Lea

d/ a

ll av

aila

ble

tuto

rs

Dra

win

g on

and

dev

elop

ing

som

e of

the

idea

s us

ed in

the

last

ses

sion

you

will

have

the

oppo

rtuni

ty to

see

how

thes

e id

eas

are

inco

rpor

ated

into

reso

urce

s us

ed in

sci

ence

less

ons

As s

cien

ce te

ache

rs a

re fr

eque

ntly

exp

ecte

d to

teac

h ac

ross

the

scie

nces

at K

ey S

tage

3 a

nd p

erha

ps a

lso

at K

ey S

tage

4 in

som

e sc

hool

s, it

is im

porta

nt to

revi

ew y

our o

wn

scie

nce

know

ledg

e an

d pr

epar

e a

pers

onal

act

ion

plan

for t

he P

GC

E ye

ar. T

his

sess

ion

is

desi

gned

to e

nabl

e yo

u to

car

ry d

evel

op a

n ac

tion

plan

for d

ealin

g w

ith a

ny g

aps

or a

reas

of w

eakn

ess.

M

osel

ey, D

., 20

05.

Fram

ewor

ks fo

r thi

nkin

g : a

han

dboo

k fo

r tea

chin

g an

d le

arni

ng. C

ambr

idge

:Cam

brid

ge U

nive

rsity

Pre

ss.

Ande

rson

, Lor

in, W

. 200

5. A

taxo

nom

y fo

r lea

rnin

g, te

achi

ng, a

nd a

sses

sing

: a

revi

sion

of B

loom

's [T

axon

omy

of e

duca

tiona

l obj

ectiv

es]

Har

low

: Pe

arso

n Ar

mst

rong

, Tho

mas

. c20

09.

Mul

tiple

inte

llige

nces

in th

e cl

assr

oom

3rd

ed.

, Ale

xand

ria, V

a. :

Asso

ciat

ion

for S

uper

visi

on a

nd C

urric

ulum

D

evel

opm

ent

Elec

troni

c re

sour

ce.

Bigg

s, J

ohn

B. (J

ohn

Burv

ille),

Col

lis, K

evin

F.

1982

. E

valu

atin

g th

e qu

ality

of l

earn

ing

: the

SO

LO ta

xono

my

(stru

ctur

e of

the

obse

rved

le

arni

ng o

utco

me)

. N

ew Y

ork

: Aca

dem

ic P

ress

ht

tps:

//ww

w.g

ov.u

k/go

vern

men

t/upl

oads

/sys

tem

/upl

oads

/atta

chm

ent_

data

/file

/381

754/

SEC

ON

DAR

Y_na

tiona

l_cu

rricu

lum

.pdf

ht

tp://

ww

w.b

bc.c

o.uk

/sch

ools

/gcs

ebite

size

/ ht

tp://

ww

w.rs

c.or

g/le

arn-

biol

ogy/

reso

urce

/res0

0002

048/

teac

her-s

ubje

ct-k

now

ledg

e-se

lf-as

sess

men

t-pre

-16

Dur

ing

PSK

sess

ions

you

will

be d

irect

ed to

spe

cific

read

ing

Ref

er to

‘ass

essm

ent a

nd fi

ling’

sec

tion

of th

e sc

ienc

e VL

E

Indu

ctio

n W

eek

Wed

nesd

ay 1

8/9/

1913

.00-

15.0

0M

etac

ogni

tion

A T

albo

t

Page 65: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

65

Wee

k B

egin

ning

23/

9/19

23/9

/19

9.00

-12.

00

PGC

E O

verv

iew

, as

sign

men

t 1 a

nd

wor

king

in a

sch

ool

CA

Lea

d

This

ses

sion

will

expl

ore

and

mak

e yo

u fa

milia

r with

the

PGC

E ye

ar a

nd c

urric

ulum

are

a se

ssio

ns. W

e w

ill al

so b

e lo

okin

g at

ass

ignm

ent 1

an

d ho

w to

wor

k ef

fect

ivity

and

suc

cess

fully

in a

sch

ool.

Wee

k B

egin

ning

23/

9/19

23/9

/19

13.0

0-15

.00

Act

ive

appr

oach

es to

le

arni

ngC

A L

ead

Ther

e is

a h

uge

varie

ty o

f way

s th

at y

ou c

an s

truct

ure

less

ons

that

can

incr

ease

stu

dent

und

erst

andi

ng in

less

ons.

One

of t

he b

est w

ays

is

to d

evel

op a

nd u

se a

rang

e of

act

iviti

es th

at in

crea

se s

tude

nt e

ngag

emen

t and

par

ticip

atio

n th

roug

h ac

tive

lear

ning

.

In th

is w

orks

hop

we

will

expl

ore

and

eval

uate

a ra

nge

of a

ctiv

ities

you

cou

ld u

se in

you

r les

sons

cre

atin

g a

tool

kit o

f app

roac

hes

to h

elp

you

crea

te e

ffect

ive

less

ons.

Wee

k be

ginn

ing

23/9

/19

27/9

/19

9.00

-12.

00H

ow c

hild

ren

lear

nTS

2LD

This

ses

sion

will

exam

ine

wha

t we

know

abo

ut h

ow c

hild

ren

lear

n, a

nd th

e im

plic

atio

ns o

f thi

s fo

r tea

chin

g sc

ienc

e in

sch

ool.

Har

t, S.

(200

4). L

earn

ing

with

out l

imits

. Mai

denh

ead:

McG

raw

-Hill

Educ

atio

n

Hat

tie, J

., &

Yate

s, G

. C. (

2013

). V

isib

le le

arni

ng a

nd th

e sc

ienc

e of

how

we

lear

n. L

ondo

n: R

outle

dge.

Mor

timer

, E.,

& Sc

ott,

P. (2

003)

. Mea

ning

Mak

ing

In S

econ

dary

Sci

ence

Cla

ssro

oms.

Mai

denh

ead:

McG

raw

-Hill

Educ

atio

n.

Nut

hall,

G. (

2007

). Th

e hi

dden

live

s of

lear

ners

. Wel

lingt

on: N

zcer

Pre

ss.

http

s://e

duca

tione

ndow

men

tfoun

datio

n.or

g.uk

/evi

denc

e/te

achi

ng-le

arni

ng-to

olki

t

Page 66: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

66

Wee

k be

ginn

ing

23/9

/19

27/9

/19

13.0

0-16

.00

Nat

iona

l Cur

ricul

umTS

3 an

d Pa

rt 2

JA

The

Nat

iona

l Cur

ricul

um s

peci

fies

Prog

ram

mes

of S

tudy

in s

cien

ce w

hich

pup

ils s

houl

d fo

llow

from

age

s 5

to 1

6. T

hese

ses

sion

s w

ill ex

plor

e th

e or

igin

s, in

tent

ions

, stru

ctur

e an

d im

plic

atio

ns o

f the

Nat

iona

l Cur

ricul

um fo

r sci

ence

.

Rei

ss, M

. (20

07) W

hat s

houl

d be

the

aim

(s) o

f sch

ool s

cien

ce e

duca

tion?

In

Cor

rigan

, D. D

illon,

J. a

nd G

unst

one,

R. (

Eds)

, 200

7.Th

e re

-em

erge

nce

of v

alue

s in

sci

ence

edu

catio

n. R

otte

rdam

: Sen

se P

ublis

hers

, 24

9-26

7.

http

s://w

ww

.gov

.uk/

gove

rnm

ent/u

ploa

ds/s

yste

m/u

ploa

ds/a

ttach

men

t_da

ta/fi

le/3

8175

4/SE

CO

ND

ARY_

natio

nal_

curri

culu

m.p

dfBr

aund

, M

. (2

009)

Cur

ricul

um D

evel

opm

ent

in t

he U

nite

d Ki

ngdo

m:

Them

es,

Tren

ds a

nd T

ensi

ons.

In

J. K

irlo

and

A. N

aum

ann

(Eds

) C

urric

ulum

Dev

elop

men

t: P

ersp

ectiv

es fr

om A

roun

d th

e W

orld

, Lou

isia

na: T

he A

ssoc

iatio

n of

Chi

ldho

od E

duca

tion

(AC

E)

Wee

k B

egin

ning

30/

9/19

30/9

/19

13.0

0-15

.00

BES

TC

A L

ead

In th

is s

essi

on w

e w

ill lo

ok a

t the

Bes

t Evi

denc

e in

Sci

ence

Edu

catio

n re

sour

ces

and

how

we

can

use

them

in o

ur p

lann

ing

and

deliv

ery

of

less

ons.

http

s://w

ww

.ste

m.o

rg.u

k/be

st-e

vide

nce-

scie

nce-

teac

hing

Wee

k be

ginn

ing

30/9

/19

30/9

/19

9.00

-12.

00A

sses

smen

t for

lear

ning

in

Sci

ence

KS3

-4TS

2, 4

, 6PG

CE

Tuto

r

This

wor

ksho

p in

trodu

ces

AfL

in th

e sc

ienc

e cl

assr

oom

as

wel

l as

expl

orin

g po

st le

sson

ass

essm

ent a

nd h

ow to

set

mea

ning

ful h

omew

ork

and

end

of to

pic

test

s. T

here

will

also

be

a fo

cus

on d

esig

ning

AfL

act

iviti

es.

http

s://p

rezi

.com

/hy2

xoy5

47ug

b/af

l-and

-wsi

-sel

f-stu

dy/

DfE

S, 2

004,

Ped

agog

y an

d Pr

actic

e: T

each

ing

and

Lear

ning

in S

econ

dary

Sch

ools

. Uni

t 12:

Ass

essm

ent f

or L

earn

ing,

[onl

ine]

Ava

ilabl

e at

:<

http

://w

ebar

chiv

e.na

tiona

larc

hive

s.go

v.uk

/201

1080

9101

133/

nson

line.

org.

uk/n

ode/

1747

76>

Page

s 1-

4 Bl

ack,

P.,

Har

rison

, C.,

Lee,

C.,

Mar

shal

l, B.

& W

iliam

, D.,

2002

, Wor

king

insi

de th

e bl

ack

box:

Ass

essm

ent f

or le

arni

ng in

the

clas

sroo

m, L

ondo

n: N

FER

Nel

son

Blac

k, P

. &

Har

rison

, C.,

2004

, Sci

ence

insi

de th

e bl

ack

box:

Ass

essm

ent f

or le

arni

ng in

the

scie

nce

clas

sroo

m, L

ondo

n: N

FER

Nel

son

Page 67: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

67

Wee

k be

ginn

ing

30/9

/19

4/10

/19

9.00

-12.

00Le

sson

pla

nnin

gTS

1, 3

, 4, 6

CA

Lea

d

This

ses

sion

hig

hlig

hts

the

rang

e of

dec

isio

ns th

at h

ave

to b

e m

ade

whe

n pl

anni

ng le

sson

s. Y

ou w

ill ga

in e

xper

ienc

e of

the

stag

es in

volv

ed in

th

e de

velo

pmen

t of a

pla

n, c

onsi

der w

hat s

houl

d be

on

a le

sson

pla

n an

d w

hat t

he p

lan

shou

ld lo

ok li

ke, a

nd fi

nally

pro

duce

a s

uita

ble

prof

orm

a to

use

in y

our t

each

ing

prac

tice

and

for t

he s

essi

on in

Wee

k 8

http

://w

ww

.edu

catio

nsco

tland

.gov

.uk/

lear

ning

andt

each

ing/

appr

oach

es/a

ctiv

elea

rnin

g/Pr

ince

, M. (

2004

) Doe

s ac

tive

lear

ning

wor

k? A

revi

ew o

f the

rese

arch

. The

rese

arch

jour

nal f

or e

ngin

eerin

g ed

ucat

ion.

M

icha

el, J

. (20

06)W

here

's th

e ev

iden

ce th

at a

ctiv

e le

arni

ng w

orks

? A

mer

ican

Psy

chol

ogic

al S

ocie

ty V

ol. 3

0 no

. 4, 1

59-1

67.

Silb

erm

an, M

.(199

6). A

ctiv

e Le

arni

ng, 1

01 s

trate

gies

to te

ach

any

subj

ect.

Bost

on: A

llyn

and

Baco

n.

Wee

k be

ginn

ing

30/9

/19

4/10

/19

13.0

0-16

.00

Plan

ning

seq

uenc

es o

f le

sson

sTS

4JA

This

ses

sion

hig

hlig

hts

the

rang

e of

con

side

ratio

ns in

volv

ed in

pla

nnin

g se

quen

ces

of le

sson

s, b

uild

ing

on th

e w

ork

you

will

have

don

e pr

evio

usly

on

plan

ning

indi

vidu

al le

sson

s. D

urin

g yo

ur te

achi

ng p

lace

men

ts, y

ou w

ill ne

ed to

be

able

to p

lan

sequ

ence

s of

less

ons

on g

iven

sc

ienc

e to

pics

. Thi

s se

ssio

n al

low

s yo

u to

con

side

r the

issu

es a

nd d

ecis

ions

invo

lved

in d

evel

opin

g an

out

line

sche

me,

for a

ser

ies

of le

sson

s on

a g

iven

topi

c.w

w.a

se.o

rg.u

k/re

sour

ces/

how

-sel

ect-s

chem

e-of

-wor

kAbe

rson

, B. a

nd L

ight

, D. (

2015

).

Dus

chl,

R.,

Mae

ng,

S.,

& Se

zen,

A.

(201

1).

Lear

ning

pro

gres

sion

s an

d te

achi

ng s

eque

nces

: A

revi

ew a

nd a

naly

sis.

Stu

dies

in

Sci

ence

E

duca

tion,

47(2

), 12

3-18

2.

Wee

k B

egin

ning

7/1

0/19

7/10

/19

9.00

-12.

00En

gagi

ng s

tude

nts

with

sc

ienc

eC

A L

ead

Som

etim

es th

e bi

gges

t stru

ggle

is tr

ying

to e

ngag

e st

uden

ts w

ith w

hy s

cien

ce is

impo

rtant

and

why

we

shou

ld le

arn

abou

t it.

Ther

e ar

e m

any

way

s in

whi

ch w

e ca

n tu

rn o

n th

at s

park

of i

nter

est a

nd e

ngag

e ou

r lea

rner

s an

d in

this

wor

ksho

p w

e w

ill ex

plor

e th

ese.

Fro

m c

onte

xt le

d ap

proa

ches

to b

uild

ing

the

scie

nce

capi

tal o

f our

stu

dent

s.

http

s://w

ww

.kcl

.ac.

uk/e

cs/re

sear

ch/re

sear

ch-c

entre

s/cp

pr/re

sear

ch/c

urre

ntpr

o/en

terp

risin

g-sc

ienc

e/01

scie

nce-

capi

tal

Benn

ett,

J., L

ubbe

n, F

. and

Hog

arth

, S. (

2006

) Brin

ging

sci

ence

to li

fe: A

syn

thes

is o

f the

rese

arch

evi

denc

e on

the

effe

cts

of c

onte

xt-b

ased

and

ST

S ap

proa

ches

to s

cien

ce te

achi

ng. S

cien

ce E

duca

tion

91(3

) 347

-370

.Fe

nsha

m, P

. (20

09).

Rea

l wor

ld c

onte

xts

in P

ISA

sci

ence

: Im

plic

atio

ns fo

r co

ntex

t bas

ed s

cien

ce e

duca

tion.

Jou

rnal

of R

esea

rch

in S

cien

ce

Teac

hing

. 46;

8, 8

84-8

96.

Pilo

t, A.

and

Bul

te, A

. (20

06) W

hy D

o Yo

u “N

eed

to K

now

”? C

onte

xt‐b

ased

edu

catio

n. In

tern

atio

nal J

ourn

al o

f Sci

ence

Edu

catio

n 28

:9,9

53-9

56.

Page 68: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

68

Wee

k B

egin

ning

7/1

0/19

7/10

/19

13.0

0-15

.00

Feed

back

and

mar

king

CA

Lea

d

This

wor

ksho

p lo

oks

at a

rang

e of

feed

back

and

mar

king

tech

niqu

es th

at c

an b

e us

ed to

pro

mot

e pr

ogre

ss, w

hile

bei

ng m

indf

ul o

f tea

cher

w

orkl

oad.

We

will

look

at a

rang

e of

teac

her,

stud

ent a

nd p

eer m

arki

ng a

nd fe

edba

ck s

trate

gies

and

giv

e yo

u th

e op

portu

nity

to re

flect

up

on th

em.

Wee

k be

ginn

ing

7/10

/19

11/1

0/19

9.00

-12.

00Sh

arin

g Le

sson

Pla

ns

and

Less

on E

valu

atio

nsTS

1-6

and

8Tu

tors

This

is a

n op

portu

nity

to w

ork

in g

roup

s to

revi

ew y

our l

esso

n pl

an a

nd o

btai

n cr

itica

l fee

dbac

k fro

m c

olle

ague

s an

d de

velo

p yo

ur re

flect

ive

prac

titio

ner s

kills

. The

re w

ill al

so b

e th

e op

portu

nity

to re

view

the

purp

ose

and

stru

ctur

es o

f you

r sch

ool t

each

ing

and

lear

ning

file

s.

The

refle

ctiv

e te

ache

r. A

vaila

ble

from

: w

ww

.mhe

duca

tion.

co.u

k/op

enup

/cha

pter

s/97

8033

5222

407.

pdf

Ref

lect

ive

teac

hing

: Exp

lorin

g ou

r ow

n cl

assr

oom

pra

ctic

e. A

vaila

ble

from

ww

w.m

hedu

catio

n.co

.uk/

open

up/c

hapt

ers/

9780

3352

2240

7.pd

f

Loug

hran

,J. (

2002

). Ef

fect

ive

refle

ctiv

e pr

actic

e –

in s

earc

h of

mea

ning

in le

arni

ng a

bout

teac

hing

.Jou

rnal

of T

each

er E

duca

tion.

53(

1). 3

3-43

.

Wee

k be

ginn

ing

7/10

/19

11/1

0/19

13.0

0-15

.00

A L

evel

Sepa

rate

Sci

ence

sTS

3 an

d 6

Tuto

rs

This

ses

sion

pro

vide

s yo

u w

ith a

n in

trodu

ctio

n to

the

spec

ifica

tions

and

mod

es o

f ass

essm

ent a

t Adv

ance

d le

vel i

n yo

ur o

wn

spec

ialis

t sci

ence

ar

ea.

You

will

have

the

oppo

rtuni

ty to

wor

k on

you

r KS5

sub

ject

kno

wle

dge

audi

t.

Rea

ding

will

be s

ugge

sted

dur

ing

the

sess

ion.

http

://w

ww

.ocr

.org

.uk/

qual

ifica

tions

/by-

type

/as-

a-le

vel-g

ce/

http

://w

ww

.aqa

.org

.uk/

supp

ortin

g-ed

ucat

ion/

polic

y/gc

se-a

nd-a

-leve

l-cha

nges

/cha

nges

-in-y

our-s

ubje

ct/s

cien

ce-c

hang

es/n

ew-a

-leve

ls

http

s://q

ualif

icat

ions

.pea

rson

.com

/en/

qual

ifica

tions

/ede

xcel

-a-le

vels

.htm

l

Page 69: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

69

Wee

k be

ginn

ing

14/1

0/19

14/1

0/19

9.00

-15.

00W

orki

ng s

cien

tific

ally

TS3

and

4LD

/JA

Acro

ss th

e sc

ienc

es p

upils

sho

uld

lear

n to

des

ign,

impl

emen

t and

eva

luat

e in

vest

igat

ive

wor

k. T

his

sess

ion

will

allo

w y

ou to

stru

ctur

e le

sson

s in

ord

er to

sup

port

pupi

l lea

rnin

g in

this

con

text

. You

will

also

hav

e th

e op

portu

nity

to th

ink

abou

t the

dev

elop

men

t of s

cien

tific

thin

king

and

ho

w th

ese

idea

s m

ight

be

embe

dded

with

in a

sci

ence

cur

ricul

um.

http

s://w

ww

.gov

.uk/

gove

rnm

ent/u

ploa

ds/s

yste

m/u

ploa

ds/a

ttach

men

t_da

ta/fi

le/3

3517

4/SE

CO

ND

ARY_

natio

nal_

curri

culu

m_-

_Sci

ence

_220

714.

pdf

Kind

, V. &

Kin

d, P

.M. (

2009

) Tea

chin

g S

econ

dary

How

Sci

ence

Wor

ks.

ASEH

unt,

A., C

ampb

ell,

P., N

eedh

am, R

., R

atcl

iffe,

M. &

Rob

erts

, R.

(201

1). I

deas

and

Evi

denc

e in

Sci

ence

: Les

sons

from

Ass

essm

ent:

An

inde

pend

ent r

epor

t to

SC

OR

E.

illar,

R. (

2010

) Pra

ctic

al w

ork.

In

Osb

orne

, J. &

Dillo

n, J

. (Ed

s). 2

010.

Goo

d pr

actic

e in

sci

ence

teac

hing

. W

hat r

esea

rch

has

to s

ay.

Mai

denh

ead:

Ope

n U

nive

rsity

Pre

ss.

Wee

k be

ginn

ing

14/1

0/19

18/1

0/19

9.00

-12.

00G

ettin

g Pr

actic

alTS

1, 2

, 3 a

nd 4

JA

It is

wid

ely

reco

gnis

ed th

at p

ract

ical

wor

k is

a v

ital e

lem

ent o

f sch

ool s

cien

ce a

nd th

ere

are

a nu

mbe

r of h

igh

qual

ity re

sour

ces

to s

uppo

rt it.

H

owev

er, p

ract

ical

wor

k pe

r se

may

not

alw

ays

impa

ct a

s in

tend

ed o

n pu

pil’s

eng

agem

ent a

nd le

arni

ng.

This

ses

sion

will

high

light

the

issu

es

and

help

you

use

‘get

ting

prac

tical

’ met

hods

to im

prov

e th

e ef

fect

iven

ess

of th

e pr

actic

al w

ork

thro

ugh

desi

gnin

g pr

actic

al s

cien

ce a

ctiv

ities

to

mee

t wha

teve

r pur

pose

the

teac

her h

as in

min

d.ht

tp://

ww

w.g

ettin

gpra

ctic

al.o

rg.u

k/ht

tp://

ww

w.s

core

-edu

catio

n.or

g/m

edia

/366

8/re

port.

pdf

Abra

ham

s, I.

, & M

illar,

R.(

2008

).D

oes

Prac

tical

Wor

k R

eally

Wor

k?: A

stu

dy o

f the

effe

ctiv

enes

s of

pra

ctic

al w

ork

as a

teac

hing

and

lear

ning

m

etho

d in

sch

ool s

cien

ce. I

nter

natio

nal J

ourn

al o

f Sci

ence

Edu

catio

n,30

(14)

, 194

5-19

69.

Wee

k be

ginn

ing

14/1

0/19

18/1

0/19

13.0

0-16

.00

STEM

Lea

rnin

gPr

eam

ble,

TS3

and

4JA

The

Nat

iona

l Sci

ence

Lea

rnin

g C

entre

(STE

M L

earn

ing)

bas

ed a

t the

Uni

vers

ity o

f Yor

k pr

ovid

es a

wid

e ra

nge

of te

ache

r CPD

. It

also

ho

uses

a re

sour

ce c

entre

and

hos

ts e

lect

roni

c da

taba

ses

rich

in te

achi

ng a

nd le

arni

ng re

sour

ces.

Thi

s vi

sit w

ill en

able

you

to e

xplo

re th

ese

in o

rder

to s

uppo

rt yo

ur c

lass

room

teac

hing

.ht

tps:

//ww

w.s

cien

cele

arni

ngce

ntre

s.or

g.uk

/con

sorti

a/na

tiona

l/

Page 70: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

70

Wee

k be

ginn

ing

21/1

0/19

21/1

0/19

9.00

-15.

00Pl

anni

ng fo

r pra

ctic

alTS

7C

A L

eads

Prac

tical

wor

k is

a k

ey p

art o

f sci

ence

edu

catio

n bu

t req

uire

s lo

ts o

f pla

nnin

g an

d pr

actic

ing

to m

ake

it an

effe

ctiv

e an

d sa

fe a

ctiv

ity. O

ver

the

cour

se o

f the

day

we

will

exp

lore

H

ealth

and

saf

ety

issu

es in

clud

ing

com

mon

issu

es, m

isco

ncep

tions

and

cre

atin

g ris

k as

sess

men

ts.

R

equi

sitio

ns a

nd w

orki

ng w

ith te

chni

cian

s

Spill

kits

, rem

edia

l firs

t aid

mea

sure

s an

d be

nch

fires

Pl

anni

ng a

nd ru

nnin

g ef

fect

ive

prac

tical

s

BfL

in p

ract

ical

less

ons

http

://w

ww

.cle

apss

.org

.uk/

http

s://w

ww

.ase

.org

.uk/

reso

urce

s/he

alth

-and

-saf

ety-

reso

urce

s/ht

tps:

//ww

w.g

atsb

y.or

g.uk

/upl

oads

/edu

catio

n/re

ports

/pdf

/goo

d-pr

actic

al-s

cien

ce-re

port.

pdf

Wee

k be

ginn

ing

21/1

0/19

9.00

-15.

00In

clus

ion

Day

TS1,

2, 5

LD

/JA

Wha

t are

the

reas

ons

why

chi

ldre

n fro

m s

ome

back

grou

nds

are

unde

r-rep

rese

nted

in p

ost-c

ompu

lsor

y sc

ienc

e? H

ow d

o w

e pr

ovid

e eq

uita

ble

educ

atio

nal o

ppor

tuni

ties

in s

cien

ce fo

r stu

dent

s fro

m d

iver

se b

ackg

roun

ds?

Ineq

ualit

ies

in p

artic

ipat

ion

in s

cien

ce a

re p

rofo

undl

y in

fluen

ced

by s

ocia

l nor

ms

and

proc

esse

s, in

clud

ing

teac

hers

’ unc

onsc

ious

bia

ses

and

ster

eoty

pica

l ass

umpt

ions

. T

he a

im o

f thi

s da

y is

to

enga

ge tr

aine

es w

ith re

sear

ch o

n so

cial

just

ice

and

scie

nce

educ

atio

n, w

ith p

artic

ular

em

phas

is o

n se

xual

ity, d

isab

ility,

eth

nici

ty, g

ende

r and

so

cial

cla

ss, a

nd to

rais

e aw

aren

ess

of h

ow s

cien

ce te

ache

rs c

an c

ontri

bute

to a

mor

e so

cial

ly ju

st e

duca

tion.

In

gro

ups,

stu

dent

s w

ill be

ex

pect

ed to

lead

gro

up s

essi

ons

in w

hich

they

: -

Iden

tify

issu

es/q

uest

ions

that

aris

e in

rela

tion

to th

ese

them

es-

Crit

ical

ly d

iscu

ss re

sear

ch li

tera

ture

on

thes

e th

emes

, lin

king

rese

arch

to p

olic

y an

d pr

actic

e-

Iden

tify

impl

icat

ions

for s

cien

ce te

ache

rs (t

hese

will

be th

e fo

cus

of th

e af

tern

oon

sess

ion)

It is

exp

ecte

d th

at s

tude

nts

will

draw

on

thes

e di

scus

sion

s in

thei

r les

son

plan

ning

and

thei

r ref

lect

ion

on p

olic

y an

d pr

actic

e.A

deta

iled

read

ing

list w

ill be

pro

vide

d fo

r eac

h gr

oup

in a

dvan

ce.

All g

roup

s sh

ould

read

the

follo

win

g:

Arch

er, L

. (20

11) S

ocia

l Jus

tice

in S

choo

ls: e

ngag

ing

with

equ

ality

. In

Dillo

n, J

. & M

agui

re, M

. (Ed

s) B

ecom

ing

a Te

ache

r. Is

sues

in

Sec

onda

ry E

duca

tion

Mai

denh

ead:

Ope

n U

nive

rsity

Pre

ss.

ht

tps:

//pre

zi.c

om/h

ipdh

5v_j

7zf/s

end-

wsi

-and

-sel

f-stu

dy/

Page 71: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

71

Wee

k be

ginn

ing

28/1

0/19

1/11

/19

13.0

0-15

.00

Coa

chin

g th

roug

h pl

acem

ent 1

CA

Lea

ds

This

fun

afte

rnoo

n se

ssio

n w

ill ge

t you

coa

chin

g ea

ch o

ther

thro

ugh

issu

es a

nd w

orrie

s yo

u ha

ve fo

r pla

cem

ent 1

. In

the

sess

ion

you

will

lear

n ab

out c

oach

ing

skills

and

how

to s

uppo

rt co

lleag

ues

in s

choo

l and

uni

vers

ity.

Wee

k be

ginn

ing

16/1

2/19

20/1

2/19

9.00

-12.

00Li

tera

cy a

nd N

umer

acy

in

Sci

ence

TS2,

3, 5

and

8LD

This

ses

sion

con

side

rs h

ow s

cien

ce le

arni

ng b

oth

depe

nds

on, a

nd c

ontri

bute

s to

, the

dev

elop

men

t of p

upils

’ lite

racy

. Way

s of

usi

ng te

xt to

he

lp p

upils

read

with

und

erst

andi

ng w

ill be

sho

wn

and

we

will

cons

ider

the

diffi

culti

es fo

r you

ng p

eopl

e st

udyi

ng s

cien

ce w

hich

cer

tain

use

s of

la

ngua

ge c

an c

ause

. The

ses

sion

will

look

at w

ays

in w

hich

task

s in

volv

ing

pupi

l writ

ing

and

oral

dis

cuss

ion

can

be u

sed

as p

ositi

ve a

ids

to

unde

rsta

ndin

g. T

his

sess

ion

will

also

con

side

r how

lear

ning

in th

e sc

ienc

es b

oth

depe

nds

on, a

nd c

ontri

bute

s to

, the

dev

elop

men

t of p

upils

’ nu

mer

acy.

Yo

u w

ill co

mpa

re th

e na

tiona

l cur

ricul

a fo

r mat

hs a

nd s

cien

ce a

nd re

flect

on

less

ons

(obs

erve

d an

d ta

ught

), w

here

mat

hem

atic

s ha

s be

en a

n in

tegr

al c

ompo

nent

.

Evag

orou

, M. a

nd O

sbor

ne, J

., 20

10. T

he ro

le o

f lan

guag

e in

the

teac

hing

and

lear

ning

of s

cien

ce. I

n: O

sbor

ne, J

. and

Dillo

n, J

. eds

. 201

0.

Goo

d P

ract

ice

in S

cien

ce T

each

ing

wha

t res

earc

h ha

s to

say

. 2nd

ed.

Mai

denh

ead:

McG

raw

-Hill.

Ch.

7.M

erce

r, N

., 19

95.

The

Gui

ded

Con

stru

ctio

n of

Kno

wle

dge.

Tal

k am

ongs

t tea

cher

s an

d le

arne

rs.

Cle

vedo

n: M

ultil

ingu

al M

atte

rs.

Mer

cer,

N.,

2000

. Wor

ds a

nd m

inds

: How

we

use

lang

uage

to th

ink

toge

ther

. Lon

don:

Rou

tledg

e.M

ortim

er, E

. F. a

nd S

cott,

P. H

., 20

03.

Mak

ing

Mea

ning

in S

econ

dary

Sci

ence

Cla

ssro

oms.

Mai

denh

ead:

Ope

n U

nive

rsity

Pre

ss.

SATI

S: h

ttp://

ww

w.s

atis

revi

site

d.co

.uk

Dem

ocs:

http

://w

ww

.new

econ

omic

s.or

g/pu

blic

atio

ns/e

ntry

/dem

ocs-

for-s

choo

ls-c

limat

e-ch

ange

ht

tps:

//ww

w.a

se.o

rg.u

k/re

sour

ces/

mat

hs-in

-sci

ence

/Br

adsh

aw,

J.,

Ager

, R

., Bu

rge,

B.

and

Whe

ater

, R

. (2

010)

. PI

SA 2

009:

Ach

ieve

men

t of

15

year

old

s in

Eng

land

. [o

nlin

e] A

vaila

ble

at:

http

s://w

ww

.nfe

r.ac.

uk/p

ublic

atio

ns/N

PDZ0

1/N

PDZ0

1.pd

f. Sl

ough

: NFE

R.

Pars

ons,

S &

Byn

ner,

J. (2

005)

. Doe

s N

umer

acy

Mat

ter?

[onl

ine]

Ava

ilabl

e at

: http

://ep

rints

.ioe.

ac.u

k/47

58/1

/par

sons

2006

does

.pdf

SCO

RE,

201

0. M

aths

in S

cien

ce R

epor

t. W

ellin

gton

, J. &

Ires

on, G

. (20

08) S

cien

ce L

earn

ing,

Sci

ence

Tea

chin

g R

outle

dge

http

://w

ww

.sat

isre

visi

ted.

co.u

k/m

3.as

p

Page 72: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

72

Wee

k be

ginn

ing

16/1

2/19

16/1

2/19

9.00

-12.

00Sh

ow a

nd T

ell K

S3

Act

iviti

esTS

3 an

d 4

Tuto

rs

Ther

e ca

n (a

nd s

houl

d) b

e m

ore

to s

cien

ce le

sson

s th

an c

halk

-and

-talk

, and

pra

ctic

al w

ork.

Thi

s se

ssio

n al

low

s yo

u to

sha

re le

arni

ng a

ctiv

ities

an

d as

sess

men

t ite

ms

you

have

des

igne

d, d

raw

ing

on th

e ex

perie

nces

of e

arlie

r ses

sion

s. Y

ou w

ill ex

perie

nce

a w

ide

rang

e of

act

iviti

es th

at c

an

be u

sed

to p

rom

ote

lear

ning

in th

e sc

ienc

es.

Wee

k B

egin

ning

16

/12/

1920

/12/

1912

.00-

15.0

0Pr

actic

al w

orks

hop

and

reso

urce

sC

A L

eads

As a

n en

d of

term

trea

t we

will

be e

xplo

ring

and

eval

uatin

g a

rang

e of

pra

ctic

al a

nd th

inki

ng a

bout

cre

ativ

ity in

pra

ctic

al w

ork.

In th

e se

ssio

n w

e w

ill al

so lo

ok a

t onl

ine

reso

urce

s an

d so

me

Chr

istm

as d

emon

stra

tions

.

Wee

k be

ginn

ing

6/1/

206/

1/20

9.00

-12.

00PS

K P

hysi

csTh

is is

opt

iona

l for

bi

olog

y an

d ch

emis

try

TBC

To c

ontin

ue to

bui

ld y

our p

edag

ogic

al s

ubje

ct k

now

ledg

e (P

SK),

this

ses

sion

is d

esig

ned

to d

raw

on

your

exp

erie

nces

and

faci

litat

e yo

ur fu

ture

pr

ogre

ss in

this

are

a.R

eadi

ng w

ill be

sug

gest

ed d

urin

g th

e se

ssio

n, d

epen

ding

on

the

focu

s of

the

sess

ion.

Wee

k be

ginn

ing

6/1/

206/

1/20

13.0

0-6.

00R

equi

red

prac

tical

s Ph

ysic

sTh

is is

opt

iona

l for

bi

olog

y an

d ch

emis

try

Tuto

rs

This

ses

sion

will

give

you

an

oppo

rtuni

ty to

trai

l and

eva

luat

e ho

w to

teac

h a

rang

e of

GC

SE re

quire

d pr

actic

al’s

from

the

AQA

spec

ifica

tion.

ht

tps:

//file

stor

e.aq

a.or

g.uk

/reso

urce

s/ph

ysic

s/AQ

A-84

63-P

RAC

TIC

ALS-

HB.

PDF

Wee

k be

ginn

ing

6/1/

208/

1/20

9.00

-12.

00PS

K c

hem

istr

y Th

is is

opt

iona

l for

ph

ysic

s an

d bi

olog

yTB

C

To c

ontin

ue to

bui

ld y

our p

edag

ogic

al s

ubje

ct k

now

ledg

e (P

SK),

this

ses

sion

is d

esig

ned

to d

raw

on

your

exp

erie

nces

and

faci

litat

e yo

ur fu

ture

pr

ogre

ss in

this

are

a.R

eadi

ng w

ill be

sug

gest

ed d

urin

g th

e se

ssio

n, d

epen

ding

on

the

focu

s of

the

sess

ion.

Wee

k be

ginn

ing

6/1/

208/

1/20

13.0

0-15

.00

Ass

ignm

ent 2

and

Fo

lder

sC

A L

eads

/Tut

ors

Assi

gnm

ent 2

invo

lves

refle

ctio

n on

you

r ow

n te

achi

ng.

This

ses

sion

will

help

you

pre

pare

for t

he w

ritin

g of

the

M L

evel

ass

ignm

ent a

nd

cons

ider

how

theo

ry a

nd p

ract

ice

wor

k to

geth

er. W

e al

so c

heck

that

fold

ers

are

up to

dat

e.W

yse,

D. (

2012

) The

goo

d w

ritin

g gu

ide

for e

duca

tion

stud

ents

. Sag

e.

Page 73: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

73

Wee

k be

ginn

ing

6/1/

209/

1/10

9.00

-12.

00PS

K B

iolo

gyTh

is is

an

optio

nal f

or

phys

ics

and

chem

istr

y JA

To c

ontin

ue to

bui

ld y

our p

edag

ogic

al s

ubje

ct k

now

ledg

e (P

SK),

this

ses

sion

is d

esig

ned

to d

raw

on

your

exp

erie

nces

and

faci

litat

e yo

ur fu

ture

pr

ogre

ss in

this

are

a.

Rea

ding

will

be s

ugge

sted

dur

ing

the

sess

ion,

dep

endi

ng o

n th

e fo

cus

of th

e se

ssio

n.

Wee

k be

ginn

ing

6/1/

209/

1/10

13.0

0-16

.00

Req

uire

d pr

actic

als

chem

istr

y Th

is is

opt

iona

l for

ph

ysic

s an

d bi

olog

yTu

tors

This

ses

sion

will

give

you

an

oppo

rtuni

ty to

trai

l and

eva

luat

e ho

w to

teac

h a

rang

e of

GC

SE re

quire

d pr

actic

al’s

from

the

AQA

spec

ifica

tion.

http

s://f

ilest

ore.

aqa.

org.

uk/re

sour

ces/

chem

istry

/AQ

A-84

62-P

RAC

TIC

ALS-

HB.

PDF

Wee

k be

ginn

ing

6/1/

2010

/1/2

0A

SE/S

tudy

Day

This

is a

stu

dy d

ay fo

r the

PG

CE

cour

se b

ut a

s a

PGC

E st

uden

ts w

e re

com

men

d yo

u at

tend

the

ASE

Nat

iona

l Con

fere

nce

(larg

est s

cien

ce

educ

atio

n co

nfer

ence

in E

urop

e) in

Rea

ding

.

Wee

k be

ginn

ing

10/2

/20

10/2

/20

9.00

-12.

00R

equi

red

prac

tical

s bi

olog

yTh

is is

opt

iona

l for

ph

ysic

s an

d ch

emis

try

Tuto

rs

This

ses

sion

will

give

you

an

oppo

rtuni

ty to

trai

l and

eva

luat

e ho

w to

teac

h a

rang

e of

GC

SE re

quire

d pr

actic

al’s

from

the

AQA

spec

ifica

tion.

http

s://f

ilest

ore.

aqa.

org.

uk/re

sour

ces/

biol

ogy/

AQA-

8461

-PR

ACTI

CAL

S-H

B.PD

F

Wee

k be

ginn

ing

10/2

/20

10/2

/20

13.0

0-15

.00

Diff

eren

tiatio

n C

A L

eads

In th

is s

essi

on w

e w

ill ex

plor

e th

e ke

y pr

inci

ples

of d

iffer

entia

tion.

You

will

deve

lop

your

und

erst

andi

ng o

f how

to u

se d

iffer

entia

tion

effe

ctiv

ely

in s

cien

ce to

pro

mot

e pr

ogre

ss fo

r all.

Dur

ing

the

sess

ion

you

will

have

the

oppo

rtuni

ty to

bec

ome

fam

iliar w

ith a

rang

e of

stra

tegi

es th

at y

ou

can

take

forw

ard

into

you

r ow

n te

achi

ng.

Page 74: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

74

Wee

k be

ginn

ing

23/3

/20

27/3

/20

13.0

0-15

.00

Prep

arat

ion

for f

irst

post

JA

In th

is s

essi

on w

e w

ill re

flect

on

how

the

task

of l

ooki

ng a

nd a

pply

ing

for a

teac

hing

pos

ts o

ught

to b

e ap

proa

ched

. We

will

also

exp

lore

our

as

pira

tions

and

app

rehe

nsio

ns a

bout

app

licat

ions

, int

ervi

ews,

pre

para

tion

for f

irst p

osts

and

the

first

few

term

s of

teac

hing

.ht

tps:

//ww

w.th

egua

rdia

n.co

m/te

ache

r-net

wor

k/te

ache

r-blo

g/20

13/fe

b/11

/nqt

-job-

tips-

care

er-a

dvic

e-te

achi

nght

tps:

//pre

zi.c

om/d

cnop

vdqu

6_c/

how

-to-g

et-m

y-fir

st-te

achi

ng-jo

b/

Wee

k be

ginn

ing

23/3

/20

27/3

/20

15.0

0-16

.00

Ass

ignm

ent 3

Dro

p in

CA

Lea

ds

The

oppo

rtuni

ty to

che

ck w

hat y

ou’re

doi

ng fo

r ass

ignm

ent 3

and

wha

t you

nee

d to

do

Wee

k B

egin

ning

25/

6/20

26/5

/20

9.00

-12.

00Fo

lder

che

ckTu

tors

Wee

k B

egin

ning

25/

5/20

29/5

/20

TBC

Wee

k B

egin

ning

1/6

/20

1/6/

209.

00-1

5.00

Cre

ativ

ity D

ayC

A L

eads

Cre

ativ

ity is

a re

ally

impo

rtant

par

t of a

teac

her’s

repe

rtoire

to c

ome

up w

ith n

ew a

nd e

ngag

ing

way

s to

teac

h an

d fo

r stu

dent

s to

lear

n. D

urin

g th

e da

y yo

u w

ill ha

ve th

e op

portu

nity

to tr

ail a

rang

e of

inno

vativ

e an

d in

tere

stin

g ac

tiviti

es a

nd th

en g

iven

the

chal

leng

e of

com

ing

up w

ith a

ne

w a

ctiv

ity th

at c

ould

be

used

in s

choo

ls.

Wee

k B

egin

ning

1/6

/20

2/6/

209.

00-1

2.00

STEM

clu

bs a

nd p

rimar

y lia

ison

C

A L

eads

Extra

curri

cula

r act

iviti

es a

re a

n im

porta

nt w

ay to

add

val

ue to

edu

catio

n. In

this

ses

sion

we

will

expl

ore

how

you

can

cre

ate

and

deliv

er a

STE

M

club

in y

our s

choo

ls. W

e w

ill al

so e

xplo

re p

rimar

y lia

ison

with

feed

er s

choo

l and

the

impo

rtanc

e of

tran

sitio

n.

http

s://w

ww

.ste

m.o

rg.u

k/st

em-c

lubs

http

s://w

ww

.ase

.org

.uk/

reso

urce

s/pr

imar

y-sc

ienc

e/is

sue-

151/

supp

ortin

g-tra

nsiti

on

Page 75: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

75

Wee

k B

egin

ning

1/6

/20

2/6/

2013

.00-

15.0

0So

cio

econ

omic

idea

sLD

Wee

k B

egin

ning

1/6

/20

3/6/

20U

sing

Tec

hnol

ogy

in th

e cl

assr

oom

CA

Lea

ds

This

ses

sion

will

expl

ore

the

use

of te

chno

logy

in th

e cl

assr

oom

and

exp

lore

how

it c

an e

nhan

ce le

arni

ng.

Wee

k B

egin

ning

1/6

/20

4/62

09.

00-1

5.00

A L

evel

Pra

ctic

al D

ayTu

tors

This

day

will

allo

w y

ou to

exp

lore

you

r sub

ject

spe

cific

A L

evel

requ

ired

prac

tical

’s (a

nd o

ther

key

pra

ctic

al’s

) in

a ha

nds

on a

ll da

y w

orks

hop.

Yo

u w

ill ha

ve th

e ch

ance

to tr

ail a

nd e

valu

ate

prac

tical

s an

d th

ink

abou

t how

they

are

car

ried

out b

y st

uden

ts.

Wee

k B

egin

ning

1/6

/20

5/6/

209.

00-1

2.00

Mic

robi

olog

y an

d m

olec

ular

bio

logy

CA

Lea

ds

This

han

ds o

n w

orks

hop

will

give

you

the

oppo

rtuni

ty to

trai

l a s

erie

s of

mic

robi

olog

y pr

actic

als

and

how

to s

tage

them

effe

ctiv

ely

and

safe

ly

for s

tude

nts.

We

will

also

car

ry o

ut a

com

mon

DN

A el

ectro

phor

esis

pra

ctic

al.

http

s://m

icro

biol

ogyo

nlin

e.or

g/fil

e/79

26d7

789d

8a2f

7b20

7510

9f68

c317

5e.p

df

Wee

k B

egin

ning

1/6

/20

5/6/

2013

.00-

15.0

0D

isse

ctio

nsC

A L

eads

Dis

sect

ions

are

a c

ore

com

pone

nt o

f bio

logy

pra

ctic

al w

ork

and

requ

ire k

now

ledg

e an

d sk

ills to

be

able

to c

arry

them

out

saf

ely

and

effe

ctiv

ity.

This

wor

ksho

p w

ill gi

ve y

ou th

e op

portu

nity

to tr

y ou

t a ra

nge

of c

omm

on d

isse

ctio

n pr

actic

al’s

a.

Page 76: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGC

E Tr

aine

e H

andb

ook

2019

-20–

Cor

e, P

athf

inde

r, YT

SA, A

ll Sa

ints

76

Wee

k B

egin

ning

22/

6/20

22/6

/20

13.0

0-15

.00

Prof

essi

onal

En

richm

ent

pres

enta

tions

Tuto

rs

Indi

vidu

al p

rese

ntat

ions

from

you

r pro

fess

iona

l enr

ichm

ent e

xper

ienc

e (th

is is

a m

anda

tory

par

t of t

he c

ours

e)

Wee

k B

egin

ning

22/

6/20

23/6

/20

9.00

-12.

00M

anag

ing

disc

ussi

ons

LD

Wee

k B

egin

ning

22/

6/20

23/6

/20

13.0

0-15

.00

Dea

ling

with

co

ntro

vers

ies

LD

Wee

k B

egin

ning

22/

6/20

24/6

/20

9.00

-12.

00A

ssig

nmen

t 3

pres

enta

tions

JA

Pres

enta

tions

bas

ed o

n yo

ur a

ssig

nmen

t 3 re

sear

ch p

roje

ct

Wee

k B

egin

ning

22/

6/20

25/6

/20

Ecol

ogy

field

trip

Tuto

rs/C

rane

dale

The

Cra

neda

le c

entre

offe

rs a

rang

e of

eng

agin

g an

d re

leva

nt e

colo

gy a

nd fi

led

stud

y te

chni

ques

that

are

use

ful t

o te

ach

envi

ronm

enta

l sc

ienc

e to

pics

in s

choo

l. O

n th

e tri

p yo

u w

ill ta

ke p

art i

n bi

olog

ical

mon

itorin

g te

chni

ques

, pon

d sa

mpl

ing,

iden

tific

atio

n an

d us

ing

keys

, bi

odiv

ersi

ty, f

ood

chai

ns a

nd p

opul

atio

ns.

Wee

k B

egin

ning

22/

6/20

22/6

/20

Rai

lway

mus

eum

Tu

tors

/Nat

iona

l Rai

lway

M

useu

mTh

e la

st d

ay o

f the

PG

CE

take

s pl

ace

at th

e N

atio

nal R

ailw

ay M

useu

m, d

urin

g th

e da

y yo

u w

ill ha

ve th

e op

portu

nity

to in

tera

ct w

ith S

TEM

am

bass

ador

s, lo

ok a

t how

to o

rgan

ise

trips

out

and

hel

p th

e ra

ilway

mus

eum

with

des

igni

ng re

sour

ces

for c

hild

ren

to u

se.

Page 77: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

Professional Enrichment The Professional Enrichment weeks in the summer term provide an opportunity for further school based professional development. Further details about this are in the Trainees’ Handbook, and opportunities to discuss the content of your Professional Enrichment week will arise during the Spring and early part of the Summer term. Some possible projects to consider might be:

Subject specialist resource work in schools Special School Transition work Sixth Form UCAS support

Generally, trainees will be encouraged by all partners (University and partnership schools) to see the summer term as an opportunity to extend their experience and develop their expertise. Trainees are reminded that high professional standards are required at all times (including matters to do with attendance and requesting absence). It is understood that trainees will need to attend interviews during the summer term. It is recognised that the valuable work that is already undertaken with trainees to assist in their writing of letters of application, improving their interview technique etc., should continue.

Page 78: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

78

Expected Learning Opportunities in SchoolTrainees should, over the course of their two school placements, have opportunities to:

1. Observe, plan, teach and assess at: KS3 KS4

and have Some experience at post-16 level. Experience teaching pupils across the full range of attainment.

2. Become familiar with, and use, a suitable range of approaches to teaching their subject. e.g. the use of student practical work, demonstrations, field-work, structured discussions, investigational and problem-solving approaches, active reading and text work.

3. Use a suitable range of resources, including ICT resources in their teaching and develop their own resources - e.g. including the use of interactive and presentation software, simulation software, data capture and data-logging hardware and software and peripherals, graphical representation and image processing and spreadsheet modelling.

4. Consider: KS2/3 assessment data for purposes of target setting teacher assessment in KS3, KS4 and post-16. Experience revision work at KS3 and KS4. Experience GCSE and A-level marking. Regularly mark and assess pupils’ work. Record pupils’ progress and achievement systematically

5. Work with other colleagues in the classroom (teaching assistants, support staff, etc) and plan for the following as appropriate.

pupils with SEND. pupils of high ability. Developing an understanding of Pupil Premium work. Working with pupils with EAL (where possible) or adapt plans to meet the

needs of such pupils with guidance where appropriate. Creating classroom or wall displays.

6. Become involved in wider school life by Working as a form tutor; Participating in departmental meetings, and school training days if

appropriate; Experiencing, and possibly contributing to the delivery of PSHE and

citizenship; Communicating with parents and carers, including attendance at

parents’/carers’ meetings and involvement in report writing; Joining in extra-curricular activities such as clubs, activities and/or trips.

School PlacementsRemember that your performance will be assessed against the Teachers’ Standards for the award of QTS.

During the course of the year you will be completing your Standards Profile and it is crucial during your placements that you do this regularly, cross-referencing to your Teaching Files to provide evidence of your progress. (You will be given further information and guidance about collecting evidence towards meeting the Teacher’s Standards in the University-based sessions.)

Page 79: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

79

Please consider the following during both school placements:

1) Observation

You should ideally observe a number of different teachers and as wide a range of classes (year groups and abilities) as the timetable permits, including years 12 and 13 where possible.

Take particular note of:

Strategies used by teachers -

e.g. start and finish of lessons, activities undertaken, frequency of change of activity, dealing with interruptions. Focus in on the range of approaches teachers use to support positive behaviour: voice, presence, range of activities, lesson planning, engagement with school policies etc. Focus in on how teachers plan for and assess pupil progress.

Pupil activity –

e.g. how do they arrive in the room, where do they sit, how do they speak to the teacher and to each other, how do they respond to questions, what is their concentration span.

Resources –

e.g. quality and condition of text books, exercise books, worksheets, availability of paper, pens, pencils, calculators; use of /whiteboard, ICT; departmental schemes of work; exam specifications, past papers, does the department share resources?

2) Discussion You will have weekly meetings with your subject mentor to receive feedback and discuss targets. Try to find time in your day for discussions of lessons or aspects of lessons you have observed. You also need to discuss the resources available to you, for example how to duplicate worksheets, the availability of ICT software and hardware.

In class find time to talk to pupils and help them with their work, this enables the teacher and pupils to see you as part of the class situation and part of the school.

3) Teaching

You will teach a minimum of 12 solo lessons during the first block placement in the Autumn Term. You will contribute to many lessons e.g. starters, plenaries, group work etc. during the Autumn Term Block 1. You will build up to a 50% teaching timetable in School Placement 1, Block 2.

Refer to the Trainee Handbook for more information linked to placements.

Use your non-contact time as productively as possible. Suggestions:

practising using whiteboard/projectors in an empty classroom/other ICT resources available in the school

investigating stock cupboards helping staff with administrative tasks planning for assignments planning lessons evaluating progress observing how staff mark and record pupils’ work.

Page 80: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

80

Teaching Files Your Teaching Files for both school placements should contain:

General information about the placement school and the department. This should include important school policies such as Safeguarding, Health and Safety and Rewards and Sanctions. You should be familiar with school policy on important issues such as equal opportunities, assessment and special needs although you should keep bulky documentation on this separately.

You should keep the following in the file for every class/group taught

an outline Scheme of Work for the unit of work to be taught group lists pupil data notes on the previous work undertaken by the group in the subject area assessments made records of pupils’ attendance/punctuality an individual lesson plan for every lesson taught in chronological order evaluations of lessons taught copies of resources used examples of work you have marked and assessed examples of pupils’ work (anonymised)

As part of the Post-16 Enhancement aspect of the course your files (when in an 11-18 school) need to contain clear evidence of your experience and understanding of teaching post-16 classes. Because of the pressures on post-16 teaching as a result of changes to AS/A2 levels you and your mentor may adopt a collaborative approach. This may involve you and the class teacher working together, with different aspects of the planning and teaching of the lesson being undertaken by you, under supervision of the teacher. Joint marking of students’ work in these circumstances gives you the opportunity to develop your understanding of marking and assessment.

Your teaching files are essential to mentors in that they contain evidence to demonstrate that you have met the Teachers’ Standards. For example, it is sometimes the case that your files will show that you have planned in great detail. The plan may reveal a much greater level of expertise in the subject than can be demonstrated in a single lesson. You may also show in your evaluations self-awareness and understanding of issues of classroom management which will indicate to the mentor that real development is taking place in these areas. For these reasons the files will be helpful in weekly discussions when you and your mentor discuss targets and when it comes to filling in the Review at the end of each phase of block school experience.

It is essential that teaching files are available when your tutor visits you. This visit will only be a ‘snapshot’ of the placement in the school. Files give your tutor an overview of the context of the lesson seen and of other aspects of your professional development. It will not be possible for your tutor to assess the school experience in depth unless the files are available.

In some cases extracts from the files could be cross-referenced to your Standards Profile as evidence related to specific Standards.

If you are one of the trainees visited at the end of the course, your files will be seen by the External/Chief External Examiner.

Page 81: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

81

ICT Evidence In your Teaching File you must show that you know how to use ICT to support your classroom teaching and wider professional role, including precautions taken regarding e-safety. Evidence could include:

Planning e.g. word-processed schemes of work, lesson plans and evaluations Resources e.g. word-processed worksheets, prezi, PowerPoints, Movie Maker

files etc. Use by Pupils e.g. evidence of your planning for pupils to use ICT in the classes

that you teach. This should be contained in your lesson plans and witnessed in your lesson observation forms and by examples of pupils’ work

Evaluation e.g. evaluation of your and other teacher’s use of ICT and the contribution that it made to the intended learning outcomes

Administration e.g. evidence of ICT to support your wider teaching role such as records of assessment, attendance etc in the form of a spreadsheet or table for the groups that you teach, letters to parents/carers or notices

Your own Teaching e.g. evidence of your use of ICT in your teaching such as the use of interactive and presentation software, simulation software, data capture and data-logging hardware and software and peripherals, graphical representation and image processing and spreadsheet modelling.

The evidence you gather of how you have used ICT should link to your ICT audit of skills completed at the start of the course and your ICT action plan which should be reviewed and updated regularly throughout the duration of the course.

Assessment File, ICT and Subject Development Documents To monitor your progress, you are asked to keep an assessment file. Your assessment file should contain the following labelled sections:

Subject knowledge audit and action plan KS3 KS4 and post -16

Audit your subject knowledge against the National Curriculum. Develop your subject and pedagogical knowledge linked to the NC, GCSEs and an A Level option related to your subject specialism.

Record of ICT experience and ICT Audit/Action Plan

In this section you will record evidence of the work you have done in relation to the use of ICT to enhance science learning in schools. This can be cross referenced to your teaching files. Make reference to E-safety.

A Level Experiences/Post 16 Experiences - Post 16 Enhancement Evidence

Place a sample of your A level work – lesson plans, sample student work, and other A level related work you undertake.

Also include other experiences you have engaged with that demonstrate your developing knowledge, understanding and skills linked to working Post-16 (e.g. IB work, events, Careers etc).

Record of school-based tutorials – Form Pi, ii, iii

In this section, you should note briefly the areas covered in school-based discussions and tutorials (Whole School Issues and subject) during Autumn Term and summer sessions.

Page 82: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

82

Copies of weekly lesson observation reports on your teaching (Form M)

During your block placements in schools your teaching will be observed many times. The feedback that you get from teachers, your subject mentor, the school’s professional tutor and your University tutor is crucial in helping you to develop your skills and knowledge as a teacher. Some of this feedback will be informal but in each week of your teaching practice you should receive a written report of your teaching – usually produced on the standard lesson observation sheet, a copy of which can be found in PGCE Trainee Forms section of the website.

A copy of your weekly reports should be placed in chronological order in this section of your assessment file. These reports must be kept up to date as the information will be required by the school’s professional tutor, your university tutor and (in some cases) by the course external examiner.

Documentation from your University Tutor’s visits

Copies of all documentation arising from your two University Tutor visits. Ensure all copies are signed.

Records of weekly tutorials during school placements

In each week of your block placements you will have a tutorial/discussion with your subject mentor. In your Assessment File keep a chronological record of the principal points raised and discussed at these meetings and bullet point the action points and targets that arise from these discussions. Please make sure that you keep this information up to date. It forms a vital record that will be needed to inform your own evaluations of your progress and professional development and will be seen by school and university staff.

Assignment feedback forms

Keep your assignment feedback forms in your assessment file as they are returned to you. Remember that the assignments will be retained by us until the end of the course, when they will be available to you for collection.

Teaching placement reviews

Copies of your placement reviews should be kept in this section.

Green self-assessment grid

Code of Conduct

Academic Integrity Certificate

Safeguarding Certificate

School Attendance Logs

Professional Enrichment

Keep a copy of your Professional Enrichment form in your assessment file.

Page 83: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

83

Standards ProfileYou will keep an electronic version of the Standards Profile in Pebblepad.

This profile sets out the Teacher’s Standards which you must reach in order to be recommended for PGCE/QTS. The intention is that you will use the profile formatively throughout the course to monitor your progress by entering evidence and/or comments. Evidence can be obtained from all aspects of the course including: school-based observation, training sessions and teaching; Professional Enrichment work; university-based subject and Whole School Issues sessions; written assignments; background reading.

You and your mentor may choose to use the profile as a basis for your weekly discussions, and your mentor may also use it to give you advice on completing your personal targets and action plans.

You should complete the profile on a regular basis and your tutor and mentor will check your progress at regular intervals. From your profile it should be possible to identify any gaps in your progress towards meeting the Teacher’s Standards and make plans accordingly.

It is important that the Standards Profile does not merely record exposure to particular aspects of the Teachers’ Standards; you need to show how the quality of your work is evidence that you are on the way to or have reached the required standards. For this reason any judgements made about your work e.g. on lesson observation forms or in assignment feedback should be referenced in this document, as well as your own self-evaluations. Evidence cited in your Standards Profile should be dated where possible. The same evidence may be used for different Standards, however it should be carefully tailored to each particular Standard rather than simply copied and pasted into several pages.

Page 84: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

84

Pedagogic Subject (PSK)The PSK sessions each provide an overview of important areas of science, where a secure grasp of the fundamental concepts and a knowledge of pupils’ learning difficulties is particularly important for your teaching. PSK sessions will review a series of science topics, looking at pupils’ learning difficulties with the ideas these involve and at how they might be overcome. Suggestions will be provided for teaching resources and approaches that are particularly useful. These sessions may also alert you to topic areas where your own knowledge and understanding is not as sound as you might wish! Suggestions for follow-up reading and other activities will be provided.

Two general chapters on pupil learning in science provide some background for these sessions:

Scaife, J. Learning in science. In Wellington, J. and Ireson, G. ,(2012) Science learning, science teaching (3rd Ed) (pp. 61-119). London: Routledge.

Driver, R. (1994). The fallacy of induction in science teaching. In R. Levinson (Ed.), Teaching Science. Chapter 3. London: Routledge.

Teaching and learning key biology ideas

Two books which you will find particularly helpful in thinking about how to teach key ideas are:

Reiss, M. (Ed.). (2011). Teaching Secondary Biology. London: Hodder Education. Winterbottom, M. (2000). Teaching Biology to KS4. (non-specialist handbook)

London: Hodder & Stoughton.Teaching and learning key chemistry ideas

Two books which you will find particularly helpful in thinking about how to teach key ideas are:

● Taber, K. (Ed.). (2012). Teaching Secondary Chemistry. London: Hodder Education.● Wilson, E. (2000). Teaching Chemistry to KS4. (non-specialist handbook) London:

Hodder & Stoughton.

Teaching and learning key physics ideas

Two books which you will find particularly helpful in thinking about how to teach key ideas are:

● Sang, D. (Ed.). (2011). Teaching Secondary Physics. London: Hodder Education. ● Jerram, A. (2000). Teaching Physics to KS4. (non-specialist handbook) London:

Hodder & Stoughton.

Teaching outside your subject specialism

Trainees from any subject may find all the above books helpful in thinking about how to teach key ideas

Page 85: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

85

Facilities and Resources for Science TraineesCourse sessions are normally held in the Science Education Area which is located on the Ground Floor in Alcuin College D Block. The area houses a laboratory, seminar/study area, computing equipment and a collection of teaching resources.

The science education laboratory contains a representative selection of school science teaching apparatus and materials. Please note eating and drinking is not allowed in the laboratory. Use of mobile phones in the laboratory and communal entry are not allowed.

A selection of curriculum materials, text books and publications relating to science education is available. There is also a collection of computer software. Apparatus available includes computers, an interactive whiteboard, digital cameras and video cameras. Reasonable amounts of photocopying to support trainee contributions to university-based sessions may be carried out for a fee.

The Science Education Area

The Science Education Area is open on Monday to Friday from 8.45 am - 5.00 pm, when you are welcome to use the facilities.

If you would like to use the laboratory or resource room outside of session please contact you CA Leads.

Enhancing your own science knowledge

After completing your subject knowledge audit at the start of the course and formulating your action plan, one useful resource is the Bitesize Science series, produced by the BBC and available from BBC website. These are intended for GCSE revision in Biology, Chemistry and Physics respectively. Each is sub-divided into separate sections which can be viewed independently.

You will also find several examples of KS3, GCSE and GCE Revision Guides in the Resources Room, which will be useful and textbooks for improving your subject knowledge. Your university tutor will be pleased to advise you on materials and resources that you may find useful to address other, more specific aspects of subject knowledge that you have identified as in need of further work.

Page 86: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

86

Reading ListA great deal is published about science education, both in journals and in books. This should be used to support your developing understanding and knowledge about science education and some of the relevant issues. The assignment tasks require you to show evidence of critical engagement with the literature. You will find the reading list below a useful starting point for your study.

Recommended course books

Black, P. and Harrison, C. (1990) Science Inside the Black Box. London: GL Assessment

Darlington, H. and Bell, J.W. (2010) Biology Ideas and Experiments. Hatfield: Association of Science Education

Driver, R., Squires, A., Rushworth, P. and Wood Robinson, V. (2015) Making Sense of Secondary Science; Research into Children’s Ideas. London: Routledge.

Hollins, M (Ed) (2011) ASE Guide to Secondary Science Education. Hatfield: Association of Science Education

Jerram, A. (2000) Teaching Physics to KS4 (Non Specialist Handbook.) London: Hodder Murray Millar, R., Leach, J., Osborne, J., and Ratcliffe, M. (2006). Improving subject teaching: lessons from research in science education. London: Routledge.

Oversby, J. (Ed) (2012) ASE Guide to Research in Science Education. Hatfield: Association of Science Education

Reiss, M.(Ed) (2011) Teaching Secondary Biology. London: Hodder Education

Sherrington, T. (2014) Teach now! The joy of teaching science London: David Fulton

Williams, J.D. (2011) How Science Works: Teaching and Learning in the Science Classroom. London: Continuum

Wilson, E. (2000) Teaching Chemistry to KS4 (Non-specialist Handbook). London: Hodder Murray

Periodicals and Journals

American Biology Teacher; Education in Science; International Journal of Science Education ; Journal of Biological Education; Journal of Research in Science Teaching; Physics Education; School Science Review; Science Education; The Science Teacher; CERP-/Chemistry Education Research and Practice http://pubs.rsc.org/en/journals/journalissues/rp#

Some useful web sites

Association for Science Education: www.ase.org.uk

Royal Society of Biology: www.rsb.org.uk

Royal Society of Chemistry: http://www.rsc.org/resources-tools/education-resources/

Institute of Physics: http://www.iop.org/education/

Page 87: PGCE Trainees' Handbook 2019 2020 Science · PGCE Trainee Handbook 2019-20 Core, Pathfinder, YTSA, All Saints 6 Friday 20 th September 2019 Theme 5 Being the Professional Teacher

PGCE Trainee Handbook 2019-20– Core, Pathfinder, YTSA, All Saints

87

Disclaimer'Whilst the University tries to ensure that information contained in this document is accurate when published, the University does not accept liability for any inaccuracies contained within it. Where circumstances occur or change outside the reasonable control of the University, the University reserves the right to change or cancel parts of, or entire, programmes of study or services at any time without liability, before or after students have registered at the University. Circumstances outside the University’s reasonable control include: industrial action, over or under- demand from students, staff illness, lack of funding, severe weather, fire, civil disorder, political unrest, government restrictions and concern regarding risk of transmission of serious illness. The University’s contract with its students does not confer third party benefits under the Contract (Rights of Third Parties) Act 1999.