LEEDS TRINITY UNIVER SITY SECONDARY PGCE ......2019/08/19 · Your PGCE is the beginning of a...

LTU Secondary PGCE Course Handbook 2019 - 20 Page | 1

LEEDS TRINITY UNIVERSITY SECONDARY PGCE COURSE HANDBOOK 2019-20

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CONTENTS

THE COURSE: IN A NUTSHELL 4

CONTACTS 7

ON PLACEMENT 8

WORK-LIFE BALANCE ON PLACEMENT 10

LEARNING TO READ CLASSROOMS 12

THE STAGE ONE PLACEMENT 14

YOUR STAGE TWO / THREE PLACEMENT 15

MENTOR MEETINGS IN BOTH STAGES: 16

SETTING TARGETS 18

YOUR TEACHING FILES 19

LESSON PLANNING REQUIREMENTS 20

LESSON OBSERVATIONS 21

YOUR PROGRESS PORTFOLIO 22

WRITING A SEQUENCE OF LEARNING AND REVIEW 24

PRIMARY SCHOOL VISITS 25

SUPPORT FOR TRAINEES IN DIFFICULTY 26

KEY ASSESSMENT INFORMATION 28

ASSESSMENT: STAGE ONE SKAP 29

ASSESSMENT: STAGE ONE PLT21 30

ASSESSMENT: THE FIRST MASTER’S LEVEL ASSIGNMENT: SUPPORTING INDIVIDUALS 31

ASSESSMENT: STAGE TWO SKAP 34

ASSESSMENT: THE SECOND MASTER’S LEVEL ASSIGNMENT: PLANNING FOR PROGRESSION 36

ASSESSMENT: STAGE THREE SKAP 41

EVALUATING AN ASSESSMENT. 41

ASSESSMENT: QTS AND EVIDENCE 43

WRITING THE ASSESSMENT REPORT 44

SETTING TARGETS AT THE END OF EACH STAGE 46

APPENDIX 1: TEACHERS’ STANDARDS 47

APPENDIX 2: NATIONAL MENTOR STANDARDS 48

APPENDIX 3: TRAINING FRAMEWORKS 50

APPENDIX 4: TIMETABLE REQUIREMENTS 53

APPENDIX 5: END OF STAGE CHECKLISTS 54

APPENDIX 6: KEY CONTACTS 55

APPENDIX 7: COURSE CALENDAR 2019-20 ERROR! BOOKMARK NOT DEFINED.


Understanding your PGCE qualification Your PGCE is the beginning of a fantastic career in teaching. In partnership with host schools, Leeds Trinity aims to develop excellent teachers through a rigorous, school-centred, professional training approach. Throughout the course you will be supported to develop as a reflective, student-focused practitioner so that, by the end of the course, you will have been able to develop your own approaches to teaching which engage and excite pupils of all ages. All Trainees on Leeds Trinity courses also undertake Level 7 study which comprises the full Post-Graduate Certificate in Education (PGCE) award. This is a recognition of a Trainee’s ability to be critically reflective and research-led in their approach to teaching.

Above all, the PGCE is a professional training course. You will need to draw on the expertise of your host schools and university to succeed. Every task set by Mentors, Host Teachers, or Tutors should be seen as a professional training opportunity. For example, marking a set of books should be viewed as an opportunity to discuss effective marking with the host teacher or Mentor, and to test and apply theoretical knowledge about effective feedback. Equally, every lesson planned is an opportunity for you to discuss with your Mentor how you might marshal particular approaches to students’ understanding, or how you might develop effective lessons and sequences of learning.

“Our school was a house of dreams, for here

Anything that could be thought was possible; God was

Proved, refuted, revealed, denied; technologically

Blessed, we could reach further into deep space

Than our parents knew existed; not only the Hubble Telescope but

A walk on the beach would reveal Eternity

Billions of times over, and we could see Rome burn,

Troy brought to its knees for Helen, and to the tune

Of the assembly hall’s off-key upright piano, imagine: above us only sky…”

From ‘The School’, By Alice Howlett


The Course: In a nutshell Overview The PGCE course is made up of five interconnected elements:

o seminars and workshops on “Professional Learning and Teaching in the 21st Century” (PLT21);

o workshops on “Subject Knowledge and Applied Pedagogy” (SKAP); o working in school connected with the assessment of Qualified Teacher Status (QTS) o two Master’s Level assignments (Level 7); and o a weekly Development Record, containing your reflections on learning across all

these elements.

Professional Learning and Teaching for 21st Century Teachers (PLT21) On Mondays and Thursdays in the first 5 weeks (apart from induction week when these are on Wednesday and Thursday) Provider Led Trainees will take part in a programme of active seminars and workshop sessions designed to give insights and strategies to tackle issues that you will face in your training placements and in the first years of your professional lives. School Direct Trainees will receive similar PLT21 input in their School Direct partnerships.

The PLT21 Programme Week 1 – Induction Week

o Being a Professional, duties, roles, responsibilities

o Principles of planning for learning o Principles of assessment, formative

and summative o The Learning Brain

Week 2

o How to observe learning o Challenge for all o Behaviour for learning o Safeguarding and bullying o Mindfulness

Week 3

o Inclusion – Talk to Support Learning o Inclusion – SEND o Inclusion – EAL o Inclusion – Gender and Class

Week 4

o Assessment of learning and accountability including progress 8

o Data, Research and your classroom o Using ICT to support learning o Literacy across the curriculum o PG Cert preparation

Week 5

o Being a reflective practitioner o Preparation for assessed

blocks/school placement o Numeracy across the curriculum o Workload

Weeks 11 and 12

You will give an individual assessed presentation on a national priority to a small panel of University and School partners.

Professional Studies on Placement As part of your PLT21 programme in school, you will attend professional studies sessions organised by your ITE Coordinator which equates to around an hour each week. These


sessions will cover the topics set out in Appendix 3. Depending on your route you will also attend sessions at University or your Lead School during Centre Based Training days.

Assessment of PLT21 The Stage One PLT21 assessment is about teaching students with particular inclusion or educational needs. You will write and deliver a short presentation about inclusion in your placement school. You will deliver this presentation during week 11 or 12 of Stage One. This will be graded as PASS or FAIL. You can find more information on in the Assessment Section of this handbook. This element is not separately assessed in Stage Two or Three, but it underpins the development of skills and knowledge that contribute to pupil progress and your progress against the Teachers’ Standards.

Subject Knowledge and Applied Pedagogy (SKAP) On Tuesdays and Fridays of the first 5 weeks of the course, and then continuing on Fridays until the end of Stage One, you will have sessions with your Subject Tutor. You will use these sessions to explore how your pupils learn, and how teachers can impact positively on their learning and progress in your subject. There is more information about this in your subject handbook. For School Direct Distance trainees, SKAP is organised via your Mentors in school.

SKAP on Placement During Lead School or Leeds Trinity based training days you will have sessions with your Subject Tutor. You will use these sessions to explore how your pupils learn, and how teachers can impact positively on their learning and progress in your subject. During the rest of your time in school you will also be developing your skills and knowledge in this area as you teach your subject, and as you prepare for your second and third SKAP assignments (see the assessment section of this handbook) You should use the following to explore how your pupils learn, and how teachers can impact positively on their learning and progress in your subject:

• knowledge development from relevant texts, books, or other media; • pedagogical reading from subject specific texts and journals; • observations and discussions with expert teachers and discussions with them about

their teaching choices and approaches; • your own reflections on teaching approaches you have used and discussions with a

Mentor or host teacher; and • use of classroom, department, and planning resources to unpick approaches to

teaching your subject. Assessment of SKAP You will hand in SKAP assignment 1 in Stage One, SKAP assignment 2 in Stage Two and SKAP assignment 3 in Stage Three. You can find more details about these assignments in the assessment section of this Handbook. Each of these assignments will be graded ‘Pass’ or ‘Fail’.

The Master’s Assignments Supporting Individuals (Stage One) This assignment requires you to consider how to best support the learning and progress of students with specific needs. It allows you to focus on a chosen aspect of inclusion that links


to your subject teaching. It will also help you gather evidence about Teachers’ Standard 5. The assignment asks you to focus on developing teaching and differentiation strategies with one group of students during your Stage One placement. Further information can be found on in the assessment section of this handbook.

Planning for Progression (Stage Two-Three) This assignment requires you to consider how to best plan for progression in the learning of your students, focusing on a topic or subject concepts. It will help you gather evidence about Teachers’ Standards 2, 3 4 and 5. Further details about this assignment can be found in the assessment section of this handbook.

Qualified Teacher Status (QTS) Everything you do in school can be counted towards your assessment of QTS. You will develop your teaching by planning lessons; teaching lessons; receiving feedback on your lessons; observing other subject teachers; and observing outside your department.

Over the course of the Stage, you will collect evidence of your impact on pupils’ progress for your Progress Portfolio. This evidence will be used by your Mentor to assess you against the Teachers’ Standards.

Assessment of QTS - The Progress Portfolio Each week you will collect evidence to build your Progress Portfolio. This Portfolio will be checked by your Mentor, Subject Tutor and your Link Tutor in order to make sure that you have the right kind of evidence to use against your QTS Assessment. More details of the portfolio and the Assessment Report can be in the assessment section of this handbook.

The Development Record and Cycle The Development Record is an assessed piece and is designed to record the ongoing dialogue between you and your Mentor as well as provide evidence of the impact of your teaching on pupils’ progress. It provides a structure for systematic reflection upon the impact of your teaching on pupil progress from school observations, learning conversations, university level input, and how all of these come together in the classroom. The Development Record will support your ability to:

• recognise the links between programme content and school practice; • record your professional development over time; and • provide evidence for the award of QTS.

Evaluate

Mentor Meeting

Targets

Plans

Teach / Observe


Contacts Who is who in your course University Subject Tutors – Subject specialist tutors in university.

PLT21 Tutors – Tutors who will lead seminars and workshops on areas of national, local and professional importance that focus on teachers’ impact in the classroom, pupil safety and well-being, and wider aspects of education practice and policy.

School Mentors – Your main contact in your placement school. You will work with your Mentor to discuss your impact on pupil progress. They will also help you plan and jointly teach lessons and sequences of learning, give you feedback on your impact on pupils’ learning, and give you targets and activities to help you develop your practice and subject knowledge. At the end of each Stage they will assess your performance against each of the Teachers’ Standards.

Host Teachers – These are the teachers who you will be working with in school. You might start by observing their lessons, but before long you will be teaching alongside them, or running some of their lessons. Your Host Teachers will observe your teaching and help you to understand the impact that you are having on pupils’ progress.

ITE Coordinator – This person is responsible for overseeing the work of the Mentors and PGCE Trainees in your placement school. They will also put together a professional studies programme that will help you develop as an excellent practitioner. They are a good point of contact if you have any concerns during your school placement.

Link Tutors – These experienced educators will visit you at important points of the course to monitor your placement and, alongside your Mentor to discuss with you the impact you are making on pupil progress in your placement school. They will discuss with you how this can be used to evaluate your progress against the Teachers’ Standards. They will also moderate your QTS grade at the end of Stage Three.

Who are my Key Contacts? You will find a table with the contacts for the whole PGCE in Appendix 6. Use that Appendix to fill in the right details here:

Role Name Contact University Subject Tutor

School A Mentor

School A Coordinator

School B Mentor

School B Coordinator


On Placement Professional Training Updates Part of becoming a professional teacher is understanding that your development is never finished, and that you have a responsibility to keep your skills and knowledge up to date. Professional bodies such as the College of Teaching and your Subject Associations will send you periodic newsletters and updates, and we have our own publication called the ‘Professional Training Update’. These will come to you on placement to remind you of tasks you need to complete and other deadlines and update you on research and publications to help your teaching.

Some things to get right as placement gets under way • Safeguarding

It is vitally important that you quickly become familiar with the Safeguarding system and procedure in your school. In particular you should find the name of the Safeguarding officer in school and attend Safeguarding training in the first two weeks of your placement. Make sure you have your copy of ‘Keeping Children Safe’ in your teaching folder to refer to.

• Use of Social Media You must complete the Social Media Code of Conduct on Moodle before your second placement starts (if you have already done this for Stage One you don’t need to do it again). You will find this on the ‘general Moodle’, or you can follow this link https://www.surveymonkey.co.uk/r/HWV5X9J.

• DBS Clearance Your E-Vision account contains a Safeguarding letter about your most recent DBS check. You will also be able to access your DBS Disclosure Number from E-Vision. On the first day of your school placement you must present a copy of the Safeguarding letter, together with photographic identification to the school office.

• Absence from School You must report any absences to your School Mentor, ITE Coordinator, your University Subject Mentor and the PGCE course Administrators ([email protected] - 0113 2837 100 Ext 505) on the morning of each day you are absent and before school starts.

Professional Expectations on Placement We expect that you follow the Code of Professional Conduct set out in your Key Information booklet as well as part two of the Teachers’ Standards. If at any point you find yourself wondering ‘should I do this?’, don’t and seek advice as soon as possible.

You could fail the course if you show that you are unreliable or an irresponsible colleague on placement or at University.

mailto:[email protected]


Placement Orientation Visits All Provider Led trainees will spend time in weeks 3, 4 and 5, and weeks 19 and 21 in their upcoming placement schools for Stages One, and Two/Three. School Direct Trainees will have a schedule organised by their partnership.

Things to do in Orientation Visits • obtain and read the essential school documents such as homework, safeguarding,

behaviour management, SEN, assessment and feedback, and other policies; • negotiate a timetable (see Appendix 4) and agree a slot for your Mentor meeting

(ideally early in the week); • have gathered pupil data and curriculum information (schemes of work, topics and

any resources) that you will need to help you prepare for the next part of the placement;

• observe a number of lessons across age phases 11-13 and 14-16 (Business trainees should observe lessons across age phases 14 –16 and 16 –19); and

• have started work on co-planning a Sequence of Learning.

Weeks 3, 4 and 5 (Before Stage One Placement) As well as the points above, make sure you have chosen a focus and student (a group or individual) for your Level 7 assignment.

Weeks 19 to 21 (Before Stage Two Placement) During these three weeks you also need to:

• consider the justification for your Sequence of Learning in terms of subject specific approaches – this will be the focus of your second piece of L6 SKAP assessed work;

• finalise the draft plan for your Sequence of Learning (overview sheet, expectations of understanding, and outline sequence) using the LTU pro formas (you should aim to begin teaching this Sequence of Learning shortly after week 22);

• begin teaching some initial lessons to your groups and begin to gather observation feedback; and

• observe expert teachers within the school.

The role of the Link Tutor on placement In the course of Stage Two and Three you will be visited twice by your Link Tutor. In addition to their duties in making sure that the course is delivered well across the partnership, your Link Tutor will arrange to meet privately with you during each of their visits. This should provide an opportunity for you to talk confidentially about any aspect of your training or life that is causing problems or anxiety. Monitoring your welfare as well as your professional training is an important element of each visit.

Where can you get help on placement? We can help you if things are getting difficult. You can get help and support from:

1. your Mentors in school, 2. the school-based ITE Coordinator, 3. your Link Tutor, 4. your University Subject Tutor; and 5. your PGCE Programme Co-ordinator.


Work-life balance on Placement Teaching can sometimes be stressful, and it is easy to take pupil misbehaviour, a lesson that went wrong, or even feedback from colleagues as something personal. Being an effective teacher, and staying in teaching, requires you to build habits of mind that will enable to you to learn even from the most difficult of days, and to spend your time and energy only on things that will help you become an effective teacher.

Paperwork We have worked hard to ensure that our paperwork is as purposeful as possible – it is designed to help you think through important issues about your planning, teaching, assessment and feedback. To keep on top of this necessary professional paperwork, you should:

• buy some lever arch files and dividers, use these to help organise your files and papers; • write notes in bullet points, use acronyms, and record reflections and ideas simply; • complete your Development Record as you work through the week, 10 minutes a day

focusing on the impact of your work is usually enough; and • spend a little time each week with your Mentor working formatively on your end of

Stage report.

Work to the clock The perfect lesson or resource does not exist, but sometimes teachers can spend hours trying to achieve perfection. Instead, give yourself a set amount of time to get something done, and then do it in that time. Get into this habit early, and as the course goes on and you pick up more teaching responsibilities you will be able to keep up with your workload.

Read the advice The Department of Education has produced three useful guides about reducing workload for teachers, about planning, marking and data management. These are all on the PGCE Moodle site. Some of the advice in them is summarised here, but you should also read them for yourself.

Planning and preparing resources efficiently • Work with your colleagues: Often the most effective planning is done

collaboratively. Work with your host teacher in planning an overview of several lessons at once (you could use the Sequence of Learning as a model for this).

• Plan in draft, and in shorthand: Planning should give you enough guidance and information to run a lesson and sequence – and no more. Focus on the things that matter: what knowledge do you want to teach them and what difficulties do you need to plan to overcome?


• Beware of Scripts: Don’t spend time scripting everything you’re going to say. Brief scripts are helpful for tricky bits of teacher explanation, but shouldn’t be the main focus of your planning.

• Use the resources you already have in school: Teachers use textbooks, worksheets, schemes of work, and resources made by colleagues and other people. Good teachers adapt these, and prepare for difficulties that students might have with such resources. They don’t spend hours making new resources for each lesson.

• Don’t spend hours looking for the perfect resource on the internet: Especially if you are looking for a ’perfect’ image!

Marking and giving feedback efficiently • Be clear about which work you are going to mark: You cannot mark everything that

your pupils work on. Carefully pick those pieces of work that will give you and them the best feedback about what they have and have not understood, or what they need to do to improve.

• Be clear about how you are going to mark: Feedback can take many forms – and some are more time consuming without adding much benefit for teachers or pupils. Some teachers use a ‘whole class’ crib sheet, rather than writing comments in every book. Other teachers use marking codes – sometimes the same codes each time, sometimes a specific set of codes for an item of work; rather than writing the same comment each time, pupils are asked to refer to a code sheet and write in their own comments.

• Be clear about what you are going to mark. Don’t correct every spelling and grammar mistake – focus on key words for that topic, or important grammar issues (capital letters and full stops only, for instance).

• Think feedback, not just marking. Feedback is just as important for you as a teacher, as it is for pupils. Use your questioning in lessons, read work over pupils’ shoulders and offer advice and correction, or use whiteboards and quizzes in lessons to get information about what pupils have learned and have struggled with.

Collecting data and evidence efficiently • Only record a grade if it is going to be useful to you: A full mark book doesn’t make

you a good teacher. Record only those grades that will give you information you need. Tick that homework is done, rather than a grade for each piece.

• Recognise that data isn’t always numbers: The notes you make at the end of a lesson, or whilst you are marking a set of books, is also data about the class that will help you work out your next steps with them.

• Use IT to manage your mark book: Using a spreadsheet to record grades and performance can save time in analysing what topics students have learned well, and where more work might be needed. Use information from online testing and homework sites that the school uses.

• Take photos or collect examples of good work: You can use these examples to show other pupils what good work looks like and to help you show the progress that your pupils have made. Do not however assume that you need to record everything.


Learning to Read Classrooms During the first few weeks of the course, you will be undertaking a number of lesson observations. It is not easy to read a classroom, and the first rule is that you are not there to judge how ‘good’ or ‘bad’ a lesson is!

To aid you in getting the most out of observing others, use the prompts below (adapted from O’Leary 2014) when observing lessons. You might focus on just a few aspects at a time. You may well find that some feature under more than one heading – this is deliberate because effective teaching requires a set of inter-related skills.

You should keep detailed notes as you observe lessons as these may well help you to write some of the assessment pieces; they will certainly be a useful reference for you as you begin to develop your own practice.

You don’t need to share your notes with anyone but it may well be very valuable to discuss your observations with your Mentor especially in the early stages of your training. This way, you can explore how and why the teacher worked in the way they did.

Observation Etiquette Please remember that you are a guest in someone else’s classroom. You might not realise that many people are nervous about being observed, even when they are very experienced teachers.

Ask the teacher before the lesson if it is OK for you to talk with the students or look at their books.

A good way of getting a learner’s-eye view is to act as a Teaching Assistant. If you want to do this then you should also make sure that the teacher is happy about this.

At the end of the lesson thank the host teacher, and if you have any questions see if there would be a convenient time to ask them. Teachers are quite often rushing off to their next class, so it might not be possible to speak to them straight away. Do not rush to judge a lesson, a teacher or a student. Make it your goal to understand why the teacher planned an activity in a certain way, and make sure that you think about things from different view-points.

Observation ideas and prompts You might do some ‘general’ observations early in Stage One, in which case you might look at all of these headings. More often you will want to focus on a particular aspect of teaching. You should use your weekly targets and perhaps think about your assessments and what teaching you are doing in order to help you choose a focus.

Class Is Out– a picture by Hansel and Regrettal (via. flickr).


Subject knowledge and pedagogy – the good teacher has sound knowledge; how is this knowledge contributing to the learning in this lesson? How does the teacher’s thinking about misconceptions and conceptual barriers help pupils to progress over time?

Contextualised learning – how has the teacher contextualised the subject matter in a meaningful and memorable way that enables learners to access and assimilate it to their existing knowledge?

Learner engagement – how does the teacher stimulate active, cognitive engagement with the material?

Learner ownership, experimentation and hypothesis building – how does the teacher encourage learners to take ownership of the content and the process of learning?

Learner differentiation and inclusivity – how does the teacher manage the needs of the individual learners and maintain an inclusive classroom culture?

Managing and monitoring the learning experience – how does the teacher take responsibility for managing and monitoring learning?

Maximising learner potential – how does the teacher show their commitment to all the learners, and strive to help every learner make good progress? How does the teacher plan for this progress over time?

Learning as a social act – how does the teacher promote socially interactive learning in their classroom?

Teacher as reflective practitioner – how does the teacher reflect on and improve their practice – in the lesson and afterwards?

Teacher resilience – how does the teacher protect their wellbeing and preserve their ability to take steps to fulfil their role and professional responsibilities?

More ideas If you’re interested in learning more about different ways to observe lessons, talk to your Subject Tutor. You could also read ‘Classroom Observation’ by Dr Matt O’Leary (2014) or ‘Learning to Teach in the Secondary School’, Edited By Susan Capel, et al. (2013).


The Stage One Placement From Week 6, Provider Led and School Direct Local Trainees will spend Monday to Thursday in the Placement A school. On Fridays they will come back to university and discuss what they have learned about teaching your subject. This will be an opportunity to reflect and to compare theory and practice in different schools with the other Trainees in their subjects.

The Stage One Placement for School Direct Distance Trainees will all be based in school with scheduled input at the Hub School.

During this stage you will also complete some work in school and some wider reading to help you write your first Master’s assignment. Your school will also arrange professional studies sessions to help you learn about the context of your placement.

What is this placement for? This first placement is designed to allow you to gain experience of teaching and learning in series of real classrooms from an early stage of your PGCE. You will use the information and the experience that you gather to learn and practise new techniques. You will use these experiences to inform your thinking about the profession that you are joining and the subject that you teach, in discussion with other Trainees who teach your subject.

The Placement - Weeks 6-14 As well as the guidance in this handbook, your Subject Tutor will guide you about what you should be doing in this placement. For School Direct Distance Trainees, this guidance will come from your Mentors. During this time you will be:

• co-planning and teaching, with your Mentor and host teachers, parts of lessons, and perhaps whole lessons;

• preparing and using materials to work with students who need extra provision and support for your L7 work;

• observing other teachers; • planning and teaching a Sequence of Learning to a group and discussing their

progress with your Mentor; • recording your reflections and weekly Mentor meetings in your Development

Record; • gathering evidence and data about progress that your pupils make; • meeting with your Mentor, to discuss your progress and make targets; and • Attending a weekly 1 hour professional studies session (see Appendix 4).

It is expected that by the end of Week 12-13 you will be following a timetable that is equivalent to approximately 30% of the contact hours of an NQT teacher. For most people this will mean that you are teaching some full lessons by the last few weeks of the placement, though always with the support of your Mentor or host teachers.


Your Stage Two / Three Placement What is this placement for? In this placement you will be developing the impact and expertise of a new qualified teacher. You will take on more responsibilities beyond your classroom and really focus on helping all pupils make at least expected levels of progress. As in Stage One, you will, alongside your Mentor, discuss and build up evidence of your impact on pupil progress over time so that you can be assessed against the Teachers’ Standards. Your Mentor might decide to change some of your classes at the end of Stage Two, to widen your experience of a Key Stage, to help you develop your subject knowledge, or to give you a chance to teach students with different levels of attainment.

The Stage Two Placement – Weeks 15 In most weeks of this part of the placement you will be working at school 5 days a week. During this time you will be:

• planning and teaching, perhaps initially with your Mentor and host teachers, and quickly moving from parts of lessons, to whole lessons;

• refining and improving your Sequence of Learning and planning lessons as well as preparing resources to teach these lesson, based on your reading for your L7 work;

• observing other teachers; • recording your reflections and weekly Mentor meetings in your Development

Record; • gathering evidence and data about progress that your pupils make; • meeting with your Mentor, to discuss your progress and make targets; and • attending a weekly 1 hour Professional Studies session (see Appendix 3).

Usually, by the end of Week 27 you will be following a timetable that is equivalent to around 60% of the contact hours of an NQT teacher. For most people this will mean that you are teaching full lessons in the first few weeks of the placement, though always with the support of your Mentor or Host Teachers.

Planning Lessons and Sequences in Stage Two and Three In Stage Two you will continue to produce a plan and evaluate every lesson taught, but the form of each plan will change to reflect your increasing workload. In Stage Two you will use the ‘condensed’ lesson plan.

In Stage Three, when your Mentor is happy that you are ready, you will use the Sequence Planning proforma. You will continue to use the “condensed lesson” plan for every lesson in the Sequence of Learning that you will use in your Progress Portfolio, and for all formally observed lessons. You can collect observation forms for other lessons too.


Mentor Meetings in Both Stages: Overview Every week you should have a meeting of roughly an hour with your School Mentor. It should look something like this (but not always in this order):

Trainee Presentation on Pupils’ progress

Identify Areas of Strength and

Development and set targets based

on Teachers’ Standards.

Update your draft

Assessment Report

Co planning, discussing observations, discussing teaching in week ahead

10 minutes 10 minutes 10 minutes 30 minutes

Before the Meeting You should send the Development Record for the previous week to your Mentor well in advance of your meeting. You should be ready to present evidence about the progress that your pupils have made over the past week. You should also have recorded your thoughts about how your practice contributed to this pupil progress, and about any areas that you need to develop in order to help improve the progress of your pupils.

This should be sent to your School Mentor at least 24 hours before the meeting time. Your Mentor might ask for this further in advance, depending on their commitments.

During the Meeting Present evidence about the progress made by your pupils in the previous week, and how your teaching impacted on this progress. You should present evidence, from Your Development Record and your developing Progress Portfolio about the progress of your pupils. It could be that this discussion focuses on a different group each week.

• Did they learn what you wanted them to? • Which parts of the lessons or activities seem to help them learn well? • What did the pupils struggle with? How could you help with this? • How should their progress affect what you have planned for them?

When you discuss the progress of your pupils consider the following questions:

• How did you contribute to this progress? • What areas of your practice need to be developed to improve the rate and quality of

this progress?

Identify areas of development and strength in your practice. These should be based on discussion about how your teaching is impacting on the progress of pupils, and will be related to the classes you are teaching.

Discuss your progress against your targets and the Teacher Standards. Review last week’s targets in the light of the progress your pupils have made, and with your Mentor agree new targets for this week, based on the areas of strength and areas for development identified above. Your Mentor might also ask you to carry out activities or tasks that focus on particular issues which are hindering pupil progress, and to record these as supplementary


evidence. You should then map these targets to the Teachers’ Standards (see Appendix 1) and record these targets in your Development Record against those Teachers’ Standards.

Update Your Draft Assessment Report. Each week you should choose one or two of the Teachers’ Standards, and together with your mentor update them on your draft Assessment Report.

Co-plan and discuss next week’s teaching.

This is a crucial part of the meeting. At the very start of your placement you will be working alongside an experienced teacher to plan and teach lessons. By the end of your placement you will be planning and teaching sequences of lessons for all your classes

• What do we want to teach? • What knowledge do they need before they start? What will they know at the end? • What shall we ask them to read, do, think about? • What might they struggle with? What barriers are there to this knowledge? • What misconceptions do pupils sometimes have? • How will we know that they have achieved what we hoped?

Supplementary Tasks and evidence As you discuss your impact on pupil progress and your own progress using the Teaching Standards, you will identify areas where you need to improve your practice and impact. Your Mentor might ask you to carry out tasks or try new approaches – and to gather supplemental evidence. Over the placement you should cover the topics set out in the Training Framework in Appendix 3.

After the Meeting Recording the Meeting

1. Your Mentor will sign off your Development Record to confirm it is an accurate picture of your training over the previous week.

2. You then need to record your new targets in the Development Record. These targets become the focus of your training in the coming week, and of the following week’s reflection. In Stage One this might mean that you focus on a particular issue when you are observing teachers, or it might mean that you have a particular concept to work on, or area of subject knowledge to develop. You could also be working on a particular aspect of your teaching practice that will help pupils progress, such as marking a selection of books to establish pupil’s progress or understanding, or devising a starter which helps pupils access the content of a lesson.

3. Inform your Host Teachers about your targets. You could do this by sharing your Development Record, or just the target section of it.


Setting Targets The most important thing to remember about targets is that they need to be focused on becoming a more effective teacher. To this end they need to be:

• Specific • Achievable • Assessable.

You will need to agree with your Mentor whether your targets have been met in a week, fortnight, or indeed a month’s time. Some guidelines for effective target setting are offered below.

1. Relate it to pupils’ learning and progress, and, where possible, to subject specific learning.

• Targets should have an end goal which is focused on pupil learning and progress. For example: “To help pupils to progress in their understanding of, and ability to challenge historical generalisations.”

• If you have a weakness in an area such as differentiation, it would certainly be appropriate to target this specifically, however it should ideally have pupils’ progress and subject specific progress as part of the aim. For example: “To analyse SEN students’ difficulties with writing and choose evidence-based approaches which allow SEN students to make expected progress in their literature exam.”

2. Be sure to set targets and not activities! • “Complete examination marking.” OR “Plan

your lesson sequence for Year 10” are not really specific targets. These may well be important, but they are a vehicle by which a target might be achieved rather than targets in their own right.

• A good target should have a clear outcome as outlined above. So, "Work out ways in which a lack of specific knowledge prevented some students from making progress in their understanding of complex fractions.” OR “Identify and plan the specific steps students will need to take to progress in their understanding of passing and dribbling skills" are much better targets. Marking the examinations, or planning the lessons would then be activities which help you to meet these targets.

Some example targets are set out in the Development Record.


Your Teaching Files You must maintain a Teaching File. You will use this file to help you understand the needs and progress of your pupils, as well as your impact on their progress over time. Your Mentor can also request information or evidence from this file to help them make a judgement of your progress against the Teachers’ Standards. The Teaching File can be electronic, such as on a password-protected memory stick (but you must maintain a secure back up if you do). It must contain the teaching and learning materials that you use or have used on a day-to-day basis.

Your teaching file is a fundamental aspect of being a well-organised and informed teacher. A well-organised teaching file demonstrates commitment and professionalism, and in this way, may well be used as evidence towards a Trainee’s Personal and Professional Conduct (PPC, Part 2 of Teachers’ Standards). Trainees should appreciate that as teachers, they will be expected to keep such information and evidence.

At the start of school-based work you may find it useful to have a single file. As material builds up, you might organise separate files for each class.

For each class with which you work your teaching file/s must contain:

• a class list and seating plan and mark book pages; • SEND information; • the medium term plan or Sequence of Learning being used; • lesson plans as required for the Stage; • related teaching and learning resources and materials ; • lesson evaluation notes (written directly onto the relevant lesson plan); • any lesson observations; • any attainment data; and • selected evidence of pupil progress (see below)

NB. Some of these documents will be used in your developing Progress Portfolio as the Stage progresses. It is important that you keep all items relating to each lesson together; you should not separate the lesson plan from its learning materials or evaluation. This is so that you can get hold of the totality of the evidence relating to the lesson at one visit to the file; nothing is more frustrating than to have to wade through several sections or different files to view all items for one particular lesson.

Confidential Data/Information At the end of each School placement you must anonymise, delete or return any confidential information and you MUST not take away any identifiable data. At the end of the course all confidential data should be anonymised or destroyed


Lesson Planning Requirements Good teachers are always engaged in a process of planning and review. Over the course of your training, you will be encouraged to develop your process of planning and review so that you can plan quickly and easily when you move into your NQT year. As such, there is more focus on individual lesson planning at the beginning of the course, shifting to a focus on curricular-level sequence planning by the end.

Stage One During Stage One you must:

• create a Full Lesson Plan for every lesson (or part of lesson) taught; • submit these lesson plans to your Mentor or Host Teacher at least 1 working day in

advance of teaching; and • evaluate the progress of pupils on the lesson plan in every lesson taught.

Stage Two During Stage Two you must:

• create a Condensed Lesson Plan for every lesson (or part of lesson) taught; • submit these lesson plans to your Mentor or Host Teacher at least 1 working day in

advance of teaching; and • evaluate the progress of pupils on the lesson plan in every lesson taught.

Stage Three During Stage Three you must:

• create a Condensed Lesson Plan for every formally observed lesson taught; • submit these lesson plans to your Mentor or Host Teacher at least 1 working day in

advance of teaching; • produce a Sequence Plan for every class taught as and when your Mentor feels this is

appropriate; and • evaluate the progress of pupils on the lesson plan in every lesson taught.


Lesson Observations Across your course, you will need to have your lessons observed by your Mentor and Host Teachers. Please bear the following points in mind:

• you will need 1-2 formal observations of your lessons per week; • these observations should cover all of your classes over the Stage; • it is a good idea to have a few of these observations with your Sequence of Learning

class; and • each observation should be done on the Observation Record proforma.

You may wish to have other lessons observed informally, these do not need to be on a particular proforma.

The Observation Record The Observation Record is designed to be quickly and easily filled in by anyone who is watching you teach any part of a lesson, or a whole lesson.

• Your observer should fill in the front part of the sheet, focusing on pupil progress, as this is the vital element in deciding how well you’re progressing against the Teachers’ Standards.

• After the lesson you should jot down some notes on the reverse of the sheet about particular aspects of your teaching. The best time to do this is during verbal feedback on your lesson.

An example record can be found on Moodle.


Your Progress Portfolio This portfolio is the main source of evidence which informs your Mentor’s assessment of your progress against the Teachers’ Standards.

You will create two Progress Portfolios this year. The first will be used by your mentor at the end of Stage One to help inform their Stage One Report.

You will start collating the second Progress Portfolio at the start of Stage Two. This interim Portfolio will be used by your mentor to complete your formative Stage Two Assessment Report. A final version, with your evidence from across Stage Two/Three will be used by your Mentor to draft your final Assessment Report.

Each Portfolio should be presented as a well organised single, paper file in clear sections:

1) Assessment Reports This section should contain the draft Assessment Record that you and your mentor have been working on during the current Stage. It should also contain the Assessment Report(s) for your previous Stage(s) (though this won’t be possible when you’re in Stage One). You will submit your Assessment Report to your Subject Tutor (or Programme Coordinator for School Direct Distance) at the end of each Stage.

2) Development Record Each week you will record your reflections and the targets arising out of your Mentor meeting in your Development Record. You should then add each week of the Record to your Progress Portfolio. You will submit your Development Record to your Subject Tutor (or Programme Coordinator for School Direct Distance) at the end of each Stage.

3) Sequence of Learning and Review You have been asked to provide a Sequence of Learning and Review in Stage One, Stage Two and in Stage Three. You should also include relevant lesson plans, resources and evidence of pupils’ progress in this section. Across the whole PGCE year we will expect you to produce at least one for each Key Stage you are training in (KS3 and 4 for most Trainees, KS4 and 5 for Business Studies and Social Science Trainees).

4) Lesson Observation Records with Lesson Plans In Stage One, you will be teaching a limited number of lessons, so ask you to put in every lesson plan that you have made, in chronological order. You should also include all formal Lesson Observations Records with their associated lesson plans.

In Stages Two and Three, you should put all Observation Records from formal observations of your teaching in this section. With each lesson observation you need to include the associated Lesson Plan.

5) Subject Knowledge Audit Your Subject Knowledge Audit should be seen by your Mentor on a regular basis. You should update it as you go along, and it should be up to date when you are visited by your Link Tutor and when you present your Progress Portfolio.


6) Supplementary Evidence This evidence, selected by you or requested by your Mentor from your Teaching File, will relate to particular areas of your practice that have impacted on pupil progress in the stage. For instance, your Mentor could ask you to observe experienced teachers planning for a purposeful learning environment, or using behaviour management techniques. So you might add one or two pieces such as:

• your assignments or preparatory work which relate to Teachers’ Standards; • photocopies of pupils’ work showing particular progress; • mark books/assessment records demonstrating progress; • pupil voice feedback; • statements/testimonials from other colleagues (eg. a teaching assistant); or • feedback from pupils.

Supplementary Evidence should only amount to a few pieces of key information. It shouldn’t need its own folder, and it should be there for a particular purpose. This is not a place to add extra evidence for every Standard or element of scope. If you’re not sure whether to add something discuss it with your mentor, but probably just leave it out.

Submitting your Portfolio Before the end of each Stage you must submit your complete Portfolio in hard copy, in a well organised folder to your School Mentor, so that they can write your Assessment Report.

For purpose of moderation, quality assurance and course development your subject tutor or Programme Leader can require that you submit a copy of your entire portfolio to the University.


Writing a Sequence of Learning and Review Planning a sequence helps you to think about pupil progress over the medium term, and this document is designed to support you in doing this. Its main purpose is to encourage you to think clearly about what you want the pupils to make progress in. Once you’ve considered that, you can then think about how they will be learning it – what activities and resources you’ll need to plan for that progress over time. It is expected that you will be planning for progress over time, evaluating lessons, marking work, completing assessments and drawing lessons from assessment data with all classes you teach, and therefore the Sequence of Learning and Review should fall naturally out of your work as a developing classroom teacher.

In each Stage you should identify a class that you would like to focus on and record your discussions with your Mentor or host teacher on the following questions:

o What is the starting point of the pupils in this class? o What will be different at the end of the sequence – what will the pupils

know or be able to do? o How will you know if your pupils have achieved the progress that you aimed

for? o What subject specific knowledge will you need in order to plan the Sequence

of Learning? o What subject-specific misconceptions or barriers might prevent pupil

progress, and how might you help pupils overcome these?

Sequence of Learning: What to hand in When presenting your Progress Portfolio, your Sequence of Learning section should include the following evidence as a minimum:

• The Sequence of Learning and Review document, including your final evaluation of the Sequence of Learning against your objectives, including an analysis of the progress made by students and of the next steps you need to take

• An annotated Sequence Planning Proforma for the sequence of learning (between 4 and 6 lessons)

• Condensed lesson plans for each lesson in the sequence of learning, including self-evaluations.

Further evidence you could include to show the progress pupils might include: • An annotated seating plan for your chosen class • Any relevant lesson observations for the sequence • Samples of book work and marking from various points in the sequence • A sample of assessments (of whatever type) completed by the students at the end of

the Sequence of Learning • Any (anonymised) data you have used or gathered during the teaching of the unit.


Primary school visits During the first few weeks of the course, you will be arranging and making a visit to a primary school. It is up to you to arrange this visit. It can be done in a school near LTU, or one near your home. Please talk to your Subject Tutor if you have trouble arranging a visit.

What is the aim of the primary school visit? You need to visit a primary school to help you develop a thorough understanding of your subject’s curriculum before pupils enter the age range for which you are being trained. Even if your subject does not appear in the primary curriculum as a discrete subject, primary school pupils will be developing knowledge, skills and understanding which will have a bearing on your work with them later in their journey.

Make sure that you keep notes during the day which you can share with others. These questions will help you focus your observations during that day:

Primary curriculum 1. How are literacy and numeracy taught in the curriculum? Are there discrete lessons in

the timetable or are they developed in other ways? 2. What does the primary curriculum look like? How is it structured? How does this

compare to the curriculum organisation in your home school? 3. Where does your subject specialism fit in this curriculum? Does it feature and how? 4. Does the school use topic/thematic based learning? How is this planned? 5. What extra-curricular activities are offered and what is the take-up of these? 6. What use is made of out of classroom learning?

Transition 1. How does the school seek to make the transition between primary and secondary

schools as smooth as possible in terms of curriculum and pupil welfare? 2. What documentation or information does the school provide to the secondary schools

that its pupils move to?

Meeting individual needs 1. How does the school use Pupil Premium funding (where appropriate)? 2. How does the school make provision for less able pupils/any with SEN/EAL? 3. How does the school meet the needs of more able pupils? 4. What arrangements are in place to communicate special needs to all teachers?

Parental and community involvement 1. How does the school seek to involve the parents of pupils in their learning? 2. What use is made of the local community

You will also need to look at the Key Stage 2 Programmes of Study in order to gain a deeper understanding of progression in your subject area. Subject Tutors will help you to explore these issues during subject training.


Support for Trainees in Difficulty Aims of Individual Recovery Plans If any Trainee is in danger of failing to meet any or all of the Teachers’ Standards at any Stage, an Individual Recovery Plan (IRP) will be drafted as a supportive measure to clearly set out issues with the Trainee’s practice, conduct or understanding.

Support Plans and IRPs can help:

• enable Trainees to focus upon their more critical areas for improvement, and alert them to what is expected to be able to progress or complete the course;

• set out clear lines of communication and support so that the Trainee and school are aware of all the resources they can draw on to enable this progress; and

• provide protection for schools and pupils, to ensure that pupils’ education and school discipline is not compromised.

Aims of Support Plans If any Trainee is likely to pass the course but not with a ‘Grade 2’ or above, a Support Plan will be used to clearly set out issues with the Trainee’s practice, conduct or understanding and support their progress.

Procedures for drafting IRPs and Support Plans The drafting of a Support Plan or IRP involves the Link Tutor, ITE Coordinator, Mentor and Trainee working together to clearly identify issues, targets and support measures. Once these have been agreed, the Link Tutor normally drafts the document so that ITE Coordinator, Mentor and Trainee can review the draft before agreeing

Contents of an IRP or Support Plan Both Individual Recovery Plans, and Support Plans, contain the following elements:

• AIMS: including particular teacher standards which need to be focussed on. • SUPPORT MEASURES: setting out modifications (if any) to the school-based training

programme (e.g. reduction in teaching timetable; adjustment of contact with classes); monitoring strategies and collection of evidence; requirements for Trainee to attend surgeries at Leeds Trinity.

• TARGETS: with deadlines i.e. specific date/times by which targets must be met. Targets will include descriptions of behaviour/actions to be demonstrated/taken by the Trainee and follow the guidelines in the Development Record.

• REVIEW: procedures including statement of when a review of the Trainee’s performance against the targets will take place and by whom. Possible consequences of not meeting targets should be included.

Reviewing a Support Plan A Support Plan can be reviewed by the Mentor and Trainee on the agreed date and emailed to the Link Tutor. The possible outcomes of the review are as follows:

Met the targets on the Support Plan – if Trainee has made satisfactory progress against all, or the clear majority, of the targets, they are now demonstrating that they are on target to meet the Teachers’ Standards and leave the course as a ‘good’ or better Trainee. Training with clear targets should continue with the Trainee no longer working to a Support Plan.


Partially met the targets on the Support Plan – if the Trainee has made progress but has not clearly met most of the targets the Link Tutor and Mentor need to decide whether the evidence suggests that the Trainee will meet the Teachers’ Standards and leave the course as a ‘good’ or better Trainee. Support can be continued for a further brief period.

Not met the targets on the Support Plan - the Trainee has not progressed sufficiently against the Targets and is therefore still likely to complete the course with a ‘Grade 3’ (requires improvement). If the Trainee is making good efforts to meet these targets, then a new Support Plan may be drafted. If the Trainee is not making efforts, or where there are doubts about their engagement with the course, then it is likely that the Trainee will fail TS8 or Part Two of the Standards. It might therefore be appropriate to start an Individual Recovery Plan for such Trainees.

Reviewing an IRP: On the agreed review date, the Link Tutor, Mentor and Trainee will meet to discuss the Trainee’s progress and agree the recommended action to be taken next. During the process, the Link Tutor will ensure that the views of the Trainee and of the school are listened to, recorded and taken account of and that all parties are fully aware of the procedures relating to IRPs. The possible outcomes of the IRP review are as follows:

Met the targets on the IRP – if Trainee has made satisfactory progress against all, or the clear majority, of the targets they are now demonstrating that they are on target to meet the Teachers’ Standards. Training with clear targets should continue with the Trainee no longer working to an IRP.

Partially met the targets on the IRP – if the Trainee has made progress but has not clearly met most of the targets, the Link Tutor and Mentor need to decide whether the evidence suggests that the Trainee will meet the Teachers’ Standards at the end of the Stage. The IRP support can be continued for a further brief period.

If this is the case, training with clear targets should continue with an extended IRP. If this is not the case, teaching should normally be suspended as for ‘unsatisfactory progress’ below.

Not met the targets on the IRP – the Trainee has not progressed sufficiently against the Standards and is therefore unlikely to meet the Standards by the end of the Stage. Teaching should be suspended so that classes can be returned to the host teacher with immediate effect. All Trainees failing an IRP will be advised to meet with the PGCE Secondary Programme Leader to discuss their progress and the possible options available to them. Breaches of TS8 or Part Two of the Teachers’ Standards will be referred to a misconduct investigation and possibly a misconduct panel (see the Key Information for the course).


Key Assessment Information


Assessment: Stage One SKAP This assessment requires you to write a lesson plan in which you will set out how you will teach a specific topic. In this assessment you will be expected to show that you can:

o distinguish between different teaching approaches and choose the most appropriate to deliver a topic; and

o plan activities using your subject and include well-chosen assessment opportunities to teach a topic.

This assignment is graded as pass or fail; you will receive written feedback using marking criteria from your Subject Tutor.

How to prepare for the SKAP Assessment You will be given time during SKAP sessions to think about a choice of topic – you might be guided to choose a topic that you’re familiar with, or to look at an area for development from your subject knowledge audit. Once you have a specific topic in mind:

o Select a class from your placement school that you might deliver this lesson to. You don’t have to actually teach this group, but they should be one which you are fairly familiar with. This is best done during the first days in school during weeks 3-5;

o Make sure your subject knowledge is sufficient. This might mean doing some extra reading – finding a good textbook from school or the library can help with this;

o Reflect on and read about how other teachers have tackled teaching this concept or topic – using resources from your subject association, or searching the library EBSCO database are good places to look for information on this;

o Find out about misconceptions and barriers that teaching this topic often reveals. How might you address these issues with the particular group you have in mind?

o Consider the specific educational needs of pupils in that group, and plan to help them access the material you want to use.

Check that the plan works In these early days of the course you will have more time to do things like run through the lesson with a friend from the course. You should also spend some time actually doing the activities and using the resources that you have found or devised. This is a really good way of seeing whether you’ve missed something out, or whether your timings for the lesson are adequate.

Upload your Lesson Plan and Resources You then need to fill in the lesson plan and create the resources that will go with that lesson. You should write enough to help you plan effectively, but don’t feel you need to pad it out. You will upload the plan and resources to Moodle by the date detailed in the course calendar (Appendix 7) .You do not have to teach the lesson (though you may well end up doing this). You need to pass this assessment to go through to Stage Two.


Assessment: Stage One PLT21 In this assessment you will be asked to prepare a 10-minute presentation. Your presentation should:

• outline the importance of inclusion at your first placement school and justify the particular focus you have chosen; and

• set out and justify the steps, techniques and resources that you have used, will use or have observed others using in the classroom.

This work can be used to inform the further thinking and work that you will do for the Level 7 assessment. You will be expected to show that you can:

• evaluate teaching episodes, using secure knowledge and understanding of the learners’ needs, assessment opportunities and ways of promoting good progress for all pupils;

• critically consider contemporary issues in education and effectively communicate your views; and

• demonstrate a critical understanding of national priorities for secondary education, curriculum developments and pedagogical approaches.

How to prepare for the PLT21 Assessment The best way to get this done is to find out about the particular context of your school and department in relation to SEN and inclusion. You might also have a strong personal interest in a particular area, and this might help you choose. Your PLT21 assignment can contribute to your thinking about your first Master’s level assignment.

Then, with your Mentor you should:

• Select a class, a group or an individual that will be the focus of your ‘Supporting Individuals’ enquiry. This is best done during the first days in school during weeks 3-5.

• Reflect and read about how different professionals (teachers, support staff, psychologists, nurses etc.) work with and talk to the focus pupil/s to enable formal and informal inclusive learning to occur.

• Observe your chosen pupil or group in a range of learning contexts (subject classes, special needs unit, extra-curricular groups, pastoral setting etc.) to enable you to ask questions of teachers and literature about inclusive learning across contexts.

You will be assigned a time and room to give your presentation, which should last no more than 10 minutes, in week 11 or week 12. You will be assessed by a small panel of Subject Tutors and representatives from partnership schools. The result of the assessment will be given to you immediately. You need to pass this assessment to progress through to Stage Two.


Assessment: The First Master’s Level Assignment: Supporting Individuals Supporting Individuals This assignment requires you to consider how to best support individual students with varying needs, and allows you to focus on a chosen aspect of inclusion/diversity that links best to your subject teaching (TS5). It will require you to focus on developing your teaching and differentiation strategies in one class during your Stage One placement. You will probably focus on a small selection of pupils within that class (or possibly just one pupil) in relation to your chosen aspect of inclusion/diversity.

It is highly likely that you will continue to focus on the aspect of inclusion or diversity that you used for your PLT21 Assessment.

You are required to critically reflect upon, analyse and synthesise your developing understanding of inclusion and diversity in secondary schools in relation to a chosen focus (TS4). This emerges from the philosophy that a teacher’s professional role is to enable learning for all (TS1). You should consider carefully the implications of this understanding for your own professional development and consider what you still need to develop into the future as a professional teacher in this regard (TS8).

Aspects of inclusive teaching and learning (TS5 and TS7) that you could consider as a focus are:

o Overcoming barriers to learning o Potential pupil marginalisation o Issues of exclusion and underachievement o The context of your school setting o Recognising difference, needs and strengths o Supporting and increasing pupil learning

and participation o Behavioural challenge o Developing teaching strategies and

approaches that are inclusive of all learners

Aspects of diversity (TS5) that you could consider in your assignment are:

o Linguistic (TS5, TS3iii) o Social (TS1iii) o Cultural (TS1ii) o Ethnic (TS1ii) o Gender (TS1ii) o SEND (different cognitive abilities, different

sensory and physical capabilities) (TS1ii and TS5).

Examples of an assessment focus for the above two themes that could be explored in your ‘Supporting Individuals’ assignment are:

o Girls and Boys – differences in attainment o Students with Special Educational Needs (physical, sensory, processing, ADHD, autism or

otherwise) o Socially disadvantaged students o Minority ethnic/social/cultural students o Bi-lingual pupils or students with EAL o High achieving students o Students with barriers to an aspect of learning – poor literacy or numeracy.


A timeline for completing the first Master’s Assignment. September

• Discuss the PLT21 presentation and this assignment with your School Mentor and your Subject Tutor to see if they can suggest a possible focus for your study – the school/department may well have identified certain group/s or individuals that are under-performing and/or require specialist intervention.

• Select the class that will be the focus of your ‘Supporting Individuals’ enquiry.

• Reflect on and read about how different professionals (teachers, support staff, psychologists, nurses etc.) work with and talk to the focus pupil/s to enable formal and informal inclusive learning to occur.

• Prepare your PLT21 presentation.

October • Observe your chosen pupil or group in a range of learning contexts (subject classes,

special needs unit, extra-curricular groups, pastoral setting) to enable you to ask questions of teachers and literature about inclusive learning across contexts; and

• Start your focussed reading for the Supporting Individuals assignment (TS2) by selecting:

o a subject specific text which relates to the area of inclusive learning or diversity (TS3)

o One relevant text related to your chosen inclusion/diversity focus (TS5), this could be from a journal or a textbook

• Plan and start to teach a short series of learning activities with clear subject specific learning objectives and outcomes, paying particular attention to planning for inclusive learning (TS2) (TS5).

November - December • Improve and polish your presentation ready for week 11 and 12. • Continue to teach and observe the selected class/group paying attention to clear

subject specific learning objectives and outcomes (TS2), and paying particular attention to the ways in which experienced teachers enable inclusive learning (TS5), especially in relation to your diversity focus.

• Conduct regular evaluations on the lessons taught and observed, and on the selected pupils’ outcomes (TS4), especially in relation to the chosen diversity focus.

• Collate lesson plans, resources, evaluations and pupil data/evidence. This should be clearly sequenced and numbered to aid cross-referencing and submitted as an appendix to your assignment.

Good Study – a picture by Al Muya (via. flickr).


Writing and Submitting your Assignment This assignment, with the accompanying appendices, is worth 30 credits at Level 7. You will need to have passed these assignments to be awarded the Post Graduate Certificate in Education (PGCE). The assignment consists of two sections:

1. Justification for your Study: incorporates an introduction, an explanation of the choice of area and choice of class you have made, with links to key reading and ethical consideration for study undertaken (c. 1200 words) In this section you need to:

• Identify your aims and what it is you hope to achieve in terms of acknowledging the need to support individuals’ learning.

• Explain and justify your choice of approach, your diversity/inclusion focus, and your chosen approach to achieving access within that focus.

• Contextualise the choice of approach with explicit reference to reading, enquiry and suitable research/studies/reports, therefore placing your work within wider educational research in your subject area/educational research. (Suitable sources include: relevant texts, journals, curriculum documentation, Ofsted reports, appropriate online resources).

2. Reflective Evaluation: includes findings, conclusions and impact on your practice and that of the experienced teachers you observed (c. 2800 words). In this section you need to: • Reflect upon and evaluate your experiences and those of your

learners whilst you and their teachers used differentiation strategies.

• Discuss your overall findings in relation to the teaching and learning approaches for inclusion/diversity you focused on.

• Make reference to your appendix materials as supporting evidence.

• Substantiate your reflections with reference to relevant literature/research/studies/evidence.

• Draw out some tentative/firm conclusions from your study, and consider the implications of these for your future teaching for inclusion and diversity in the area you have focused on.

A full list of references should also be included at the end of your assignment. The Harvard referencing system must be used for all citation, quotation and referencing. You can find a guide to Harvard referencing on the library web page.

Submission:

You should copy and paste the Leeds Trinity submission cover sheet as the first page of your assignment.

The 4000-words assignment should be uploaded to Moodle by 9am on Monday 6th January. You do not need to submit a paper copy.


Assessment: Stage Two SKAP Justify a Sequence of Learning Overview and Rationale This task is designed to assess how well you can plan and justify your plans for a Sequence of Learning. It is not designed to assess your lesson planning skills. It will also help you structure your initial work and planning for the ‘Planning for Progression’ Master’s Assignment, which will allow you to explore your lesson planning and its impact in much more depth and detail.

In the early weeks of the Stage Two placement you will be required to plan a Sequence of Learning, as well as the associated resources, assessment materials and lesson plans. You will make use of this planning with one of the classes that you teach during the placement and as part of your duties evaluate the impact of your teaching on the progress of the pupils. The SKAP assignment is designed to kick start this process.

This work enables you to extend your professional expertise and understanding to investigate ways in which the curriculum concepts in your subject can be developed, with a focus on progression.

This planning needs to be informed by your reading of associated research in your subject area regarding best practice/teaching for the concept/s at the centre of your progression map. As such, you are required to plan for this Sequence of Learning during the first weeks of Stage Two and write-up this plan so that your justification of it can be assessed by your university- and school-based tutors.

What you will hand in: Element Timescale Submitted

1. Justification of Sequence of Learning (c.1000 words)

Completed during first three weeks of Stage Two

Using Turnitin on date detailed in the course calendar (Appendix 6)

2. Sequence of Learning Drafted during first three weeks of Stage Two

Submitted as appendix to your Justification

You will not have taught the Sequence of Learning when you hand in the assignment – we want to assess your justifications for your overall plan, in the light of your reading of the professional, subject and research literature you have made, and in the context of your school.


SKAP Stage Two Assignment Timeline – how to get it done

Week 19

Reflect on your Stage 1 subject sessions and experiences. Discuss with your Mentor so that you can identify areas where you would like to develop progression in pupils’ learning and possible classes you could plan for and then work with.

Decide on a focus for your Sequence of Learning and decide clearly which class you wish to teach this planned unit to. Discuss this with your Lead Subject Tutor.

Study your host department’s schemes of work across KS3, KS4 and KS5 to track how the concept is developed across secondary school.

Investigate procedures for monitoring pupil progress in your host department/school.

Keep an ‘evidence box’ of materials you have discovered from your school/reading/department.

Decide what you can realistically achieve for this assignment in the time you have available, and confirm your intentions with your Mentor before the placement starts.

Make notes on the decisions you make, and the rationale for these decisions as you go along so that your writing-up is easier.

Week 20

Undertake background reading around the concept you wish to teach, and how pupils progress in their thinking in this concept, and make notes on key issues or themes that you need to consider as you plan/teach/evaluate. Investigate:

• curriculum content/examination specification content; • approaches to teaching and learning your chosen curriculum area or

concept; and • what is already known to be difficult/challenging/easy for pupils to learn in

this area (common misconceptions/barriers to learning) W

eek 21

Write your Justification for the Sequence of Lessons (c. 1000 words). Make sure that you include:

• a brief description (using the context of your school) for your choice of: o curriculum concept to progress; o class to work with;

• the reasons for your choice of teaching, learning and assessment approaches in your Sequence (with brief references to your reading and the class) and taking into account the steps in understanding that you want your pupils to make.

Week

22 Finalise your submission and use Turnitin to hand it during the following week by Friday 1st Feb by 13:55pm


Assessment: The Second Master’s Level Assignment: Planning for Progression Planning for Progression is the second of the Master’s Level assignments you will complete. It is worth 30 credits at M Level.

This assignment is about your Sequence of Learning. It enables you to extend your professional expertise and understanding to investigate ways in which the curriculum concepts in your subject can be developed, with a focus on progression.

During the Stage 2 placement you will be required to plan a Sequence of Learning, as well as the associated resources, assessment materials and lesson plans. You will make use of this planning with one of the classes that you teach during the placement and as part of your duties evaluate the impact of your teaching on the progress of the pupils. This planning needs to be informed by your reading of associated research in your subject area regarding best practice/teaching for the concept/s at the centre of your Sequence of Learning.

The Second SKAP assignment (see above) is designed to kick start this process.


1. Original SKAP Sequence of Learning and justification (c.1000 words) - as handed in in January

Completed during first three weeks of Stage Two

As Appendix One

2. Developed Sequence of Learning following teaching of the lessons

Improved and developed during Stage Two

As Appendix Two

3. Lesson Plans, Resources and Evaluations

Completed during the teaching of the Sequence of Learning in Stage 2

As Appendix Three

4. Evidence of Learning (Could include samples of pupils work, observations, monitoring data, student voice feedback)

Completed during the teaching of the Sequence of Learning in Stage 2

May be included as Appendix Four of your assignment.

5. PG Cert Assignment 1 (c. 4000 words)

Completed in Stage 2 Submitted online on Tuesday 5th May, 9am

A timeline for completing the Second Master’s Assignment. Remember that you will have done the work in Week One, Two and Three as part of your SKAP assignment and your normal teaching planning.


Week 19

Reflect on your Stage 1 subject sessions and experiences, discuss with your Mentor so that you can identify areas where you would like to develop progression in pupils’ learning and possible classes you could plan for and then work with.

Decide on a focus for your Sequence of Learning and decide clearly which class you wish to teach this planned unit to. Discuss this with your Lead Subject Tutor.

Study your host department’s schemes of work across KS3, KS4 and KS5 to track how the concept is developed across secondary school.

Investigate procedures for monitoring pupil progress in your host department/school.

Keep an ‘evidence box’ of materials you have discovered from your school/reading/department.

Decide what you can realistically achieve for this assignment in the time you have available, and confirm your intentions with your Mentor before the placement starts.

Make notes on the decisions you make, and the rationale for these decisions as you go along so that your writing-up is easier.

Week 20

Undertake background reading around the concept you wish to teach, and how pupils progress in their thinking in this concept, and make notes on key issues or themes that you need to consider as you plan/teach/evaluate. Investigate: curriculum content/examination specification content; approaches to teaching and learning your chosen curriculum area or concept; what is already known to be difficult/challenging/easy for pupils to learn in this area (common misconceptions/barriers to learning).

Week 21

Write Stage Two SKAP Assignment (c. 1000 words).

Week 22

(Remember that you have to hand in your SKAP assignment this week)

Go back to your Sequence of Learning and, if you have not already started doing this, plan and gather the materials that you need to deliver these lessons. Write up your lesson plans. Take notes to record your decision making and any research or reading that you do. Don’t forget to plan to assess and evaluate their emerging understanding of the key concepts and topics you are focussed on.

You might also start teaching the Sequence of Learning this week. If you do, make careful evaluations of the lessons.


Week 23

Continue planning and teaching the lessons in your Sequence of Learning.

Make careful evaluations of the lessons that you teach and use this to help you improve the impact that your lessons are having on pupil progress. You should do further reading throughout the next few weeks to help you improve the Sequence.

Don’t forget to assess the understanding of these key concepts and the progress made by your students.

Week 24-onw

ards

Reflect on the teaching you have done so far of your sequence, and use any assessment data or marked work to inform you about pupil progress in the key issues and concepts that you have targeted this sequence.

What effect will this have on the plans you have made for the later lessons in this sequence? Continue your reading of research and professional literature to help inform your continuing changes of these plans.

Make a careful note again to help you write this assignment later on. Don’t forget to assess the understanding of these key concepts and the progress made by your students.

By the end of h

You should be able to make an overall evaluation of the Sequence of Learning. You can use the Sequence of Learning documentation to help you do this.


Writing and Submitting your Assignment This assignment, with the accompanying appendices, is worth 30 credits at Level 7. You will need to have passed these assignments to be awarded the Post Graduate Certificate in Education (PGCE).

The assignment consists of two sections:

1. Justification for your Study: This is an expansion and improvement of SKAP assignment 2 that you handed in in January. It should act as an introduction and initial explanation of choice of area and choices you have made in your planning, with links to key reading (c. 1500 words). In this section you need to:

• Identify your learning objectives (not the outcomes) and the planned progression in understanding that you want your pupils to make.

• Explain and justify your choice of teaching, learning and assessment approaches in your Sequence, taking into account:

i. the steps in understanding that you want your pupils to make… ii. explicit reference to what you have learned from your reading,

(Suitable sources include: relevant texts, journals, curriculum documentation, Ofsted reports, appropriate online resources).

2. Reflective Evaluation: includes findings, conclusions and impact on practice, based around your Sequence of Learning, lesson plans and evaluation of pupils’ progress (c. 2500 words) In this section you need to: • Reflect upon and evaluate the approaches that you took and the impact on the progress of your learners while you were teaching the

Sequence of Learning. • Make reference to your appendix materials as supporting evidence. • Substantiate your reflections with reference to relevant literature/ research /studies /evidence.

• Draw out some tentative/firm conclusions from your study, and consider the implications of these for your future teaching for progression in the concept you have focused on.

A full list of references should also be included at the end of your assignment. The Harvard referencing system must be used for all referencing and citations. You can find help with Harvard on Moodle and on the library website.

Submission: You should copy and paste the Leeds Trinity submission cover sheet as the first page of your assignment.

The 4000-words assignment should be uploaded to Moodle by Tuesday 5th May at 9am using an official submission sheet. You do not need to submit a paper copy.


Planning for Progression Master’s Assignment – Check lists

Before you hand in your assignment, make sure that you check that you have done the following things:

Section 1: Justification (1500 words)

• Have I clearly identified my main aims – what do I hope pupils achieve in terms of progression of learning? Is it undemanding or overly ambitious?

• Have I explained the context – What kind of school? What age group? What class? How many pupils? Pupil data? PP? FSM? SEN?

• Have I justified the plans I have made to help my pupils develop their understanding of these concepts or this topic?

• Literature Review – Have I used a wide range of literature and resources? How will the literature inform the approach I will take, in order to deliver this topic effectively?

Section 2: Reflective Evaluation (2500 words)

• What were my main aims for Planning for Progression (Revisit)?

• What is my success criteria – how will I know if my pupils have made sufficient progress?

• 5/6 lesson evaluations – am I being too descriptive? Make sure I focus on: What the Learning Objectives (not outcomes) were? Were these objectives achieved? How do I know? (evidence)

• My general evaluation – Have I referred back to the literature from Section 1? What ideas/strategies proved effective – and how do I know this? What worked well? (evidence) What might have worked better? (evidence) Any improvements I would make overall, if teaching this topic again?

• Conclusion – What have I learnt? How does this impact on my practice? What are the implications if I was to teach this sequence of lessons, again, in the future?


Assessment: Stage Three SKAP Evaluating an Assessment. Overview and rationale This task is designed to see how well you can create and evaluate the effectiveness of an assessment instrument that you have used with a class. The word limit is 1,500 words. You should add your instrument, mark scheme and some exemplar pupil work as appendices.

You will design, implement and evaluatre an assessment instrument for one of your classes during Stage Three. This assignment requires you to justify the design and evaluate the effectiveness of the assessment.


1. Evaluation of an Assessment Instrument Learning (c.1,500 words)

Completed during the final weeks of Stage Three

Using Turnitin on date detailed in the course calendar (Appendix 6)

2. Assessment instrument and mark scheme

Used during teaching in Stage Three

Submitted as Appendix 1 to your Evaluation

3. Any resources or pupils’ work referred to in the assignment

Collated during the use and evaluation of the assessment

Submitted as Appendix 2 of your Evaluation

Stage Three SKAP Assessment Timeline – How to get this done: In the first few weeks of your Stage Three placement

Whilst planning your final Sequence of Learning make careful note of the related learning aims and outcomes that you are creating and think carefully about how you will be assessing these – whether at the end of the sequence or formatively as you teach.

As you plan the lessons

Make notes about the reasons for the creation and design of the assessment instruments in your sequence of learning. Do some reading, of research and professional literature, about the design of assessments and mark schemes in your subject and generally.

As you teach the lessons

Select the assessment instrument that you will use for your final SKAP assessment. Make sure that you are clear about the purposes and context in which you will be using the assessment. Reflect on whether it meets the purposes that you have for it. Use the reading you have done to help you design and improve your assessment instrument and marks scheme.

As you use the assessment instrument

Make careful notes of the context in which you use it and the effect it has on the group. What questions do the students ask as they approach it? Is it well used? Does the instrument contain any barriers or cause any confusions that you had not anticipated? Make a note of all of these.

As you mark the work

Take a note of how well the students were able to complete and access the assessment. Did the mark scheme reflect the kinds of


responses that you actually got? Did it enable you to gather the information that you needed for the purposes of the assessment?

Afterwards Reflect on whether your assessment and mark scheme actually met your aims and purposes. What would you change next time?

In the final weeks of your placement

Write up your assignment (up to 1,500 words): Explain, using professional or research literature, the design of the instrument and associated mark scheme. You will address issues such as:

• The purpose of the assessment • The concept and skills that your assessment was designed to

address • The misconceptions and common errors that the assessment

was designed to address or to help students to avoid in relation to those concepts and skills

• The ways in which you attempted to address issues such as validity and reliability of the assessment

• The different levels of expected attainment reflected in the mark scheme

Evaluate the extent to which the instrument and mark scheme met your aims. You will address issues such as:

• Whether the mark scheme accurately reflected the different levels of attainment that were in fact produced

• Whether you could make valid or reliable judgements and inferences using the results of the assessment

• Whether the assessment used enabled students to address the concepts and skills that you intended to assess

• Whether the assessment allowed you to address or help your students to address or avoid the errors or misconceptions that you identified

• Whether overall the assessment fulfilled the purposes that you planned for it.


Assessment: QTS and Evidence Developing the assessment evidence for QTS Assessment of achievement of the QTS Standards is undertaken by colleagues in schools and moderated by experienced, university trained Link Tutors.

This assessment should be driven by evidence of pupil progress over time in conjunction with your Progress Portfolio, and discussions between you and your Mentor. The discussion should identify and evaluate your impact on the progress of your pupils. This means that, each week, you need to be fully prepared for your meetings with your Mentor, in order to present an accurate picture of the impact of your practice on your pupils’ progress over time.

Interrelated Standards The Teachers’ Standards cannot be assessed in isolation from each other. Different aspects of your practice work together to bring about successful learning and progress for pupils over the period that you work with them.

No one element of the Portfolio, or of the Teachers’ Standards is more important than any other. Your grades will be decided by the Mentor having a holistic view of your performance based on the evidence available.

Link Tutors may well ask to see some of your supporting evidence when making their visits and discussing the school’s grades as part of their moderation role. They may wish to track specific targets set during weekly meetings and how your training has addressed these.

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Writing the Assessment Report Assessing your Teachers’ Standards Grades Your mentor will grade you against the Teachers’ Standards at the end of each Stage using the guidelines in the Assessment Report. It is important to note that Trainees are not assessed in the same way as experienced teachers. Although rare, you can get ‘outstanding’ grades even in Stage One, if pupil progress and learning over time is good or better than expected in your lessons.

Grading the Scope of Each Standard Your Mentor should read the descriptors in the scope of each Teachers’ Standard very carefully and decide which of the descriptors best fits what they have seen. Bear in mind that ‘consistently’ doesn’t mean that you’ve always done this, or even that this happens 100 percent of the time. They should then highlight the appropriate descriptors. Doing this will help them to reach an holistic grade for the whole Standard.

Please note that having a ‘4’ in one or two parts of the scope does not mean that you cannot get a grade ‘3’ or ‘2’. Equally, not having experience in an area does not mean that you can only get a ‘4’, as many of the standards require you to have ‘knowledge’ or to ‘be able’, which you can pick up from academic work or other routes, and might demonstrate in other ways.

Grade Profiles When complete, the grades you receive for each Standard should tell a coherent story. Link Tutors will look for consistency when they come to visit. For example, it is unusual for a Trainee to have “good” judgments for TS4,5, and 6 and for TS2 to be noted as “requires improvement”.

Strengths and Areas for Development Your Mentor will decide upon a best-fit grade for each of the Teacher’s Standards and enter some supporting comments in the “strengths” box on each Standard on the report. Your Mentor will also note key areas for development in the second box for each Standard.

The comments should relate directly to the Teacher’s Standard they are written under, and should not be copied and pasted from one box to the other. “Areas of strength” should refer to those elements of scope identified stronger in the Standard, and “areas for development” should relate to the lower aspects of the scope.

Arriving at an Overall Grade Grade 1 (Outstanding) Much of the quality of Trainees’ teaching over time is outstanding and never less than consistently good. Pupil progress and learning over time is good or better than expected.

For a Trainee’s grade to be 1:

o pupil progress and learning over time must be good or better than expected, and a minimum of five Standards must be graded 1 overall

or o four Standards graded 1 overall but many features of other Standards are also

outstanding and all other Standards graded 2; o there must be no Grade 3 or 4 for any Standard.


Grade 2 (Good) Much of the quality of Trainees’ teaching over time is good; some is outstanding. Pupil Progress and learning over time is at least as expected.


o pupil progress and learning over time must be at least as expected and at least five Standards graded good (2) overall;

o any grade 3 Standards would be scrutinised and would require grade 2 features; o there must be no Grade 4 for any Standard.

Grade 3 (Requires Improvement) The quality of Trainees’ teaching over time requires improvement as it is not yet good. Pupil progress and learning over time is not always as expected.


o pupil progress and learning over time is not always as expected and most Standards graded 3 overall;

o no Grade 4 for any Standard.

Grade 4 (Inadequate) The quality of Trainees’ teaching over time is weak - such that it contributes to pupils, learners or groups of pupils or learners making inadequate progress.

Without an overall Grade 3 or above at the end of each Stage you may not be able to progress to the next stage.

Your profile would be scrutinised carefully by the end of Stage Progression Panel to decide if you can progress to the next Stage. If you have not reached Grade 3 by the end of the course, you will not get QTS.


Setting Targets at the End of Each Stage Stage One The targets you get at the end of Stage One are really important. The set you up to make good progress in Stages Two and Three. You will show your targets to your new mentor during the orientation week in December. They will review them and suggest changes to make them right for you new training placement.

In your discussions with your Mentor at the end of Stage One you should consider the following things:

• Do you have any gaps in your experience? o Did you get KS4 and KS3 experience in Stage One? o Did you plan a KS4 Sequence in Stage One? o Did you arrange a Primary School experience? o Did you get to work with a Teaching Assistant, or a teacher acting as a TA? o Did you teach pupils across attainment ranges, including high attaining and

lower attaining pupils? • Do your targets align with areas for development identified in your Assessment

Report? o Do you have targets linked to the lowest graded Teacher’s Standards from

your report? o Will your targets be relevant in the school that you’re going into?

Stage 2 These targets are very important as they put you on the right course in working towards your final grade. You really need to work out clear overall targets which will focus on those areas of the Teacher’s Standards that you need to develop further. So, again you should consider:

• any gaps in your experience; and • areas for development identified in your Assessment Report.

Stage 3 Your final targets are also crucial. They will help your NQT mentor work with you in the early weeks of the NQT year. It is therefore really important that you and your PGCE mentor think about:

• the school that you will be working in during your NQT year as well as; • the areas for development you have identified in your Assessment Report.

Your Link Tutor will ask you to review your targets in the light of your NQT school during your final moderation meeting.


Appendix 1: Teachers’ Standards


Appendix 2: National Mentor Standards We want to continue to raise the status and recognition of mentoring, as well as support high-quality mentoring across our partnership schools. We use the Teaching Schools Council National Mentor Standards to help mentors understand what is expected of them and to help ensure that mentoring is a manageable role.

The standards are a tool for evaluating practice and for identifying areas of further development. We hope that these standards can be used by ITE coordinators in school to enhance the professional development of mentors, including developing or identifying training needs.

These standards therefore form the basis of the work of mentors in the partnership:

Standard 1 - Personal qualities. Establish trusting relationships, modelling high standards of practice, and empathising with the challenges a trainee faces.

What does this mean in practice?

Mentors in the LTU Partnership should model good practice in teaching, but also in their own professional and subject development. Mentors should be approachable and prioritise timetabled meetings and tutorials with their trainee. Mentors will need to act as the advocate for the trainee – helping colleagues to suspend judgement and offer support, especially when trainees are struggling, or where they are developing their professional judgement.

Appropriate challenges and support should be offered that allow trainees to develop their knowledge and skills. Mentors should be proactive in seeking advice and further training and information about their mentoring.

Standard 2 – Teaching. Support trainees to develop their teaching practice in order to set high expectations and to meet the needs of all pupils.


Mentors should demonstrate good practice in assessment, planning, teaching and classroom management. They should ensure that their trainees have appropriate opportunities to develop their teaching by drawing up timetables that allow a spread of experience and follow the guidelines set out by the partnership. In particular they should engage in constructive planning side by side with the trainee, to help them understand the processes involved. They should also engage in team teaching and joint assessment of their impact on pupil progress.

Weekly targets should be focused on the impact of the trainee’s practice on progress and be followed up in subsequent days and weeks. These targets should help trainees unpack their impact on pupils’ learning and development. Mentors should ensure that their colleagues are using lesson observation procedures correctly and that trainees are getting appropriate and constructive feedback from the other teachers that they work with.

Standard 3 – Professionalism. Induct the trainee into professional norms and values, helping them to understand the importance of the role and responsibilities of teachers in society.



Mentors will be working alongside coordinators and University tutors to help trainees understand the meaning of professional practice by modelling good practice. It is especially important for trainees to understand the important of remaining calm when dealing with behaviour management issues as well as the legal and safeguarding responsibilities that teachers have.

Modelling professional dealings with outside agencies such as examination boards, showing trainees how to communicate with parents and carers as well as stressing the importance of good working relationships with other teachers are vital ways of inducing a trainee into their new profession.

Helping trainees see wider professional responsibilities such as active membership of subject associations, or working as examiners, being aware of developments in curricula and the opportunities to respond to government consultation on education policy are other opportunities that mentors can model professional responsibilities.

Standard 4 – Self-development and working in partnership. Continue to develop their own professional knowledge, skills and understanding and invest time in developing a good working relationship within relevant ITT partnerships.


Mentors should be actively engaged in continuing to improve their own practice as teachers and teacher-mentors. They should be interested in their subject and engaged in improving their subject knowledge. They can model this by working with colleagues and with their trainees in co-planning and co-preparing lesson materials, especially when they are clear about subject areas in which they are seeking further training or knowledge.

Attending mentor training at Leeds Trinity or in the school-hubs with which they work most closely is a good opportunity to develop subject knowledge, and to model to their trainees their professional investment in ITE. Discussing the Partnership newsletter with trainees is another way in which mentors can model this professional engagement in our partnership.


Appendix 3: Training Frameworks

Stage One Professional Studies Sessions in School During weeks 6-15 of the course you will be attending professional studies sessions organised by the ITE Coordinator in your school. During the Placement these sessions need to cover the following topics as well as others chosen by your school.

• Policies for managing behaviour, Safeguarding (including FGM, Bullying, Online safety, Prevent and Fundamental British Values) in the school context;

• Pastoral care systems; Form/Personal tutor roles and responsibilities; coaching and mentoring;

• Pupil intake characteristics, school expectations; • Supporting pupils with particular needs, including high attaining pupils; team-

working with teachers; classroom assistants; School Chaplain; SENCO; other professionals;

• Policies for grouping; inclusion; diversity and differentiation;

Stage One Subject Training Framework Some items for discussion recur each week, however the following are items which should be discussed when relevant. Mentors and Trainees should agree this focus a week in advance to give the Trainee time to work on the area before the next Mentor tutorial. Mentors need to discuss ALL of these agenda items at least once over the course of the placement. Mentors can decide when these items will best be covered depending on the needs of the school and the Trainee.

During Weeks 6-14

• Medium term planning and schemes of work • Managing the learning environment • Objectives and outcomes • Designing and marking an assessment • Applying differentiation within the classroom • Using questioning to assess learning • Consolidation of knowledge in lessons • Monitoring and ensuring pupil progress • Assessment for Learning


Placement /LTU week Stage Two-Three Professional Training Framework 1/19

Introduction to the School and its context (1): 1. School routines, procedures, mission statements and ethos; 2. Safeguarding. (TS1/TS7) Safeguarding (including Prevent and Fundamental British Values) (TS7/TS8)

2/20 Introduction to the School and its context (2): 1. Policies for managing behaviour. 2. Pupil intake characteristics, school expectations.(TS1) Pastoral care systems: 3. form/Personal tutor roles and responsibilities; school’s particular responses to contextual challenges.

3/21 Supporting pupils with particular needs: team-working with teachers; classroom assistants; School Chaplain; SENCO; other professionals. (TS8)

4/22 Practices of assessment and feedback 1. Subject assessment and feedback for progress in understanding (including different forms of

feedback) Questioning and use of pupil feedback to inform planning and intervention

5/23 Advice on job applications (if appropriate) 1. Unions, professional associations, Mock interviews, interview procedures

HALF TERM

6/26 Curriculum in School: 1. School and departmental curriculum intent; planning for the next academic cycle; (TS3) 2. The impact of school context on curriculum choices and development. Medium and long term curriculum plans in departments.

7/27 Transition - issues of support, continuity and progression (TS2) 3. from Year 6 to Year 7; 4. from KS3 to KS4; and for 14-19 students, from KS4/KS5.

PGCE CONFERENCE WEEK

8/29 Development needs of your Trainees We’ve found that it can help to keep a slot free each year to enable ITT co-ordinators to focus on particular issues. This could be anything, but it’s common to run sessions such as: 1. Return to Behaviour Management policies and practice 2. Evaluating your teaching – using soft data and pupil understanding 3. Getting your first interview invitation Challenge for All – helping all pupils to learn and develop.

9/30 Out of school learning: School visits, retreats and residentials; (TS1/TS4/TS5/TS7

10/31 Reporting to Parents and Carers, Parents Evenings (TS2)

EASTER HOLIDAYS

11/34 The Role of the Senior Leadership Team

12/35 Cross Curricular policies – Literacy and Numeracy

13/36 Professionalism 1. inside the classroom and outside the school gates; as your career develops

14/37 The role of external agencies 1. MATs, LAs, 2. Ofsted and DFE Police, Social Services (TS8)

15/38 CPD opportunities after qualification - Resources for professional development – twitter, subject associations, professional literature, research. The College of Teachers, Education Endowment Foundation, Teacher Development Trust, etc.

HALF TERM

17/40 The Next Step: Induction Period; Being an NQT; end of course arrangements

18/41 Final Week celebration

Placement /LTU week Stage Two-Three Subject Mentor Meeting Framework


1/19 Review of profile from Stages 1 and 2; targets for development. Sequence of Learning initial discussions (TS4)

2/20 Subject knowledge audit and department curriculum intention (TS3) Department Policies on assessment, homework etc.

3/21 Choose from the flex-options

4/22 Review of teaching of first lessons in Sequence of Learning and gathering evidence for L7 assessment.


HALF TERM

6/26 Finalising Stage Two Report and Progress Portfolio Review of teaching of lessons and assessments in Sequence of Learning

7/27 Subject knowledge audit – SK targets for the Stage ahead

PGCE CONFERENCE WEEK

8/29 Initial discussions of third Sequence of Learning; targets for development in Stage Three.



EASTER HOLIDAYS

11/34 Reviewing Stage Three Sequence of Learning and collecting evidence for L7 assessment.

12/35 Design and use of assessment instruments and mark schemes (TS2/TS6)


14/37 Finishing the Stage Three Report and Progress Portfolio


HALF TERM



Flex Options These issues need to be covered at least once during mentor meetings in the placement, but the decision about when it is appropriate will differ for each trainee.

Assessment for Learning; formative assessment; questioning; using monitoring data to inform differentiation (TS2/TS6) Supporting and challenging learning for pupils of differing attainment; Helping pupils to do difficult tasks;(TS2/TS5) Using subject knowledge to create lessons which enable challenge and interest. (TS3) Homework; Learning in out-of-classroom contexts. (TS2/TS4) Engaging learner’s curiosity in lessons; developing pupils’ meta-cognitive strategies; (TS2/TS4) Planning for progression across Key Stages; sharing teaching and learning resources (TS2/TS4); planning for cross-curricular learning; Recording & using assessment data, (TS2/TS6) Behaviour Management (TS7) Moderation of assessments; Setting and marking end of unit assessments; reporting to parents. (TS2/TS6) Check that Master’s Assignment is ready to submit.


Appendix 4: Timetable Requirements Whole-course Timetable Requirements Mentor Meeting – one hour a week set aside and protected on the Trainee’s and Mentor’s timetables.

Professional Studies Sessions – equivalent to one hour a week. Some schools do this in fortnightly afternoon sessions.

Subject Knowledge Enhancement – one hour a week set aside and protected on the Trainee’s timetable for them to use to attain their subject knowledge development target or targets for that week.

Subject & Age Phase Experience – minimum of 80% of teaching should be in the age phases and subjects that the Trainee is qualifying in (11-16 for all subjects, except Business Studies and Social Sciences which are 14-19).

Pastoral experience – Trainees should be allocated to a form group and form tutor with whom they can work and learn about pastoral aspects of the profession.

Observing good and outstanding practice – Trainees should be helped to proactively seek out opportunities to watch more experienced and outstanding teachers, in their own subject areas and in other subjects.

Stage One Timetable Requirements In Stage One each Trainee has the following timetable entitlement:

• Building up to around 30% of an NQT timetable lesson contact – 5-6 hours per week made up of lessons which they will increasingly be teaching.

Stage Two and Three Timetable Requirements: In Stage Two and Three each Trainee has the following timetable entitlement:

• A spread of lessons across both age phases that the Trainee is qualifying in: o 11-16 Years 7, 8 and 9 for KS3 and Years 10 and 11 for KS4. (Year 9 cannot

count as KS4 regardless of the curriculum being taught) o 14-19 Years 10 and 11 for KS4 and Years 12 and 13 for KS5. (Year 9 cannot

count as KS4 regardless of the curriculum being taught) • Observation evidence or working as a TA in those year groups that you’re not teaching is

excellent practice.

In Stage Two • Start off with around 30% of an NQT timetable (approx. 6 hours a week) • Build up to 60% of an NQT timetable (approx. 12 hours a week)

In Stage Three • Start off with 60% of an NQT timetable (approx. 12 hours a week) • Build up to include an additional 15% (approx.. 3 hours a week) of ‘deep learning

opportunities’, such as: • Working in SEN department • Teaching in another subject • Obtaining KS5 (11-16) or KS4 (14-19) enhancement


Appendix 5: End of Stage Checklists Stage One Checklist By the end of the Stage you should have:

Prepared and given a presentation on a National Priority (PLT21) Used your Development Record to record

o Your reflections on your PLT21 sessions and on your school experiences; o Your weekly tutorial meetings in school; o Your targets and progress against these

Prepared a Sequence of Learning and Review to teach an aspect of the curriculum in your subject

Completed your SKAP 1 assignment on planning a lesson Compiled a Progress Portfolio including observations of your lessons and other

evidence, and presented this to your Mentor so that they can write your Assessment Report

Completed your work in school on Supporting Individuals (Level 7)

Stage Two Checklist By the end of the Stage you should have:

Submitted a draft Sequence of Learning and justification as your SKAP 2 assignment Used your Development Record to think about

o Your reflections on your school experiences; and o Your weekly tutorial meetings in school

Improved and then taught your Sequence of Learning to teach an aspect of the curriculum in your subject

Completed your Master’s Level research in school on the planning and impact of your Sequence of Learning (Level 7)

Compiled a Progress Portfolio including observations of your lessons and other evidence, and presented this to your Mentor so that they can write your Assessment Report

Completed a primary school visit (if not done in Stage One)

Stage Three Checklist By the end of the Stage you should have:

Written up and submitted your second Master’s Assignment on Planning for Progression (Level 7)

Used your ‘Development Record’ to think about o Your reflections on your school experiences; and o Your weekly tutorial meetings in school

Prepared a third Sequence of Learning to teach an aspect of the curriculum in your subject

Compiled a Progress Portfolio including observations of your lessons and other evidence, and presented this to your Mentor so that they can write your Report

Submitted an assessment and evaluation of it as your final SKAP 3 assignment. Completed a primary school visit (if not done in Stage One or Two)


Appendix 6: Key Contacts PGCE Secondary Placement Administrators

Sarah Buckley/ Alison Shaw /Luule Priim [email protected]

0113 2837 100 Ext 505

ICE Partnerships Manager Deborah Garcia [email protected] 0113 283 7335

ICE Academic Administrator Sara Sellars [email protected] 0113 2837218

PGCert, MA Education Administrator Elizabeth Cairns [email protected] 0113 2837 100 Ext 556

PGCE Programme Leader Professional Learning and Teaching Tutor

Ed Podesta [email protected] 0113 2837 100 Ext 375

PGCE Business Schools Direct Local Programme Leader

Kathy Cameron [email protected] 0113 2837 177

PGCE Computing Andrew Brownless [email protected] 0113 2837 100 Ext 410

PGCE English Rachel Rudman [email protected] 0113 2837 100 Ext 630

PGCE Geography Andrea Tidd [email protected] 0113 2837 100 Ext 672

PGCE History School Direct DOLBKCAT Programme Leader

Alex Ford [email protected] 0113 2837 100 Ext 439

PGCE Mathematics Catherine Bell [email protected] 0113 2837 100 Ext 394

PGCE MFL Lisa Madden [email protected] 0113 2837 100 Ext 588

PGCE RE Helen Bromley [email protected] 0113 2837 100 Ext 595

PGCE Science Dr Leigh Hoath [email protected] 0113 2837 100 Ext 510

PGCert Education Programme Leader Professional Learning and Teaching Tutor

Andrew Pearce [email protected] 0113 2837 100 Ext 433

School Direct Dixons City Academy Programme Leader and PGCE Support Tutor

Charlotte Wright [email protected] Tel: 0113 283 7190 Ext 267

















Appendix 7: Course Calendar 2019-20 NB. School Direct Distance Models will have their own course calendar.

Wk w/c Activity 1 2 Sep In University - Induction Week (All trainees in University Mon) (SD in Tue & Fri also) 2 9 Sep In University (School Direct in University Tue , Wed morning& Fri only) 3 16 Sep In University plus 1 day placement visit to Placement A school on Wednesdays, 18th, 25th Sept and 2nd

Oct) (School Direct in University Tue & Fri only) 4 23 Sep 5 30 Sep 6 7 Oct Placement A school, Monday - Thursday, Fridays in University Friday 11th SKAP One L6 Assignment

by 1.55pm. 7 14 Oct 8 21 Oct 9 28 Oct Half Term Placement planning week/research and reading for assessment

10 4 Nov Placement A school, Monday - Thursday, Fridays in University and Link Tutor visits PLT21 L6 Assessed Presentations /Recruitment Tour (Fri) PLT21 L6 Assessed Presentations/Recruitment Tour (Fri) Stage One Assessment Report due Wednesday 4th December

11 11 Nov 12 18 Nov 13 25 Nov 14 2 Dec

15 9 Dec Placement B school, Orientation Monday, Tues & Weds. University based training : Thursday (PLT21) and Friday (SKAP)

16 16 Dec CHRISTMAS holiday – for all trainees 17 23 Dec

18 30 Dec

Mon/Tues – Self Study and placement preparation, Wed Bank holiday University based training: Thurs PLT21 , Friday SKAP (SD trainees also) PG Cert Supporting Individuals deadline Monday 6th January 9am

19 6 Jan SCHOOL B 5 days per week 30 – 60% NQT timetable 20 13 Jan 21 20 Jan Link Tutor visits 22 27 Jan

23 3 Feb Submission of SKAP Two Level 6 assignment Thursday 6th Feb 1.55pm

Friday 7th Feb – University based training - SKAP (SD trainees also) 24 10 Feb 25 17 Feb Half term placement planning week/ research and reading for assessment 26 24 Feb 27 2 Mar Stage Two formative report due Monday 2nd March 28 9 Mar PGCE Conference (2 days PLT21 and 2 days with Subject Tutor (SD trainees also) 1 day school 29 16 Mar STAGE 3 STARTS Up to 75% NQT timetable (including 15% enhanced opportunities) 30 23 Mar 31 30 Mar 32 6 April Easter 33 13 April Easter 34 20 April Friday 24th April – University based training - SKAP (SD trainees also) 35 27 April 36 4 May PG Cert Planning for Progression assignment deadline Mon 4th May, 9am 37 11 May 38 18 May Link Tutor visits FINAL Assessment Report Deadline Friday 5th June

39 25 May Half Term Submission of SKAP Three Friday 29th May, 1:55pm.

40 1 June Link Tutor visits FINAL Assessment Report Deadline Friday 5th June

41 8 June 3 days in school

2 days in LTU for Subject Tutorials and induction to NQT year and process (SDL trainees also) Course ends Friday 12th June for most trainees.

42-3 15/22 June Extended placements if required


Notes:

LEEDS TRINITY UNIVER SITY SECONDARY PGCE ......2019/08/19 · Your PGCE is the beginning of a...

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