Initial Teacher Education · Web viewBring a lesson plan proforma from school 3-5pm SS Music School staff Curriculum Planning session 2: lesson planning, differentiation and delivery

Developing Outstanding Teachers in an Outstanding Partnership

Initial Teacher EducationPGCE Secondary

Subject Handbook (SD Music )

School of Education

Page | 2 Subject Handbook - Music York St John University Secondary Partnership 2018/19

Contents

1. Introduction and Programme Timetable2. Professional Studies 3. Subject Studies

4. Assessment Regulations

5. Resubmission and fees

6. Assessment hand in dates

1. Introduction

The subject studies modules focus on development of subject pedagogy and strategies for learning, teaching and assessment. The first module introduces student teachers to a theoretical framework for learning, teaching and assessment of music. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in music as pupils enter secondary school. The module will also consider historical developments in the subject area and raise awareness of the significance of both statutory requirements and non-statutory documentation for the contemporary subject. Different approaches to subject pedagogy will be introduced and evaluated. Students will also reflect on ways in which music can contribute to the spiritual, moral, social and cultural development of pupils. Finally, the module provides opportunities to consider the significance of learning outside the classroom.

The second music module provides student teachers with an opportunity to enhance personal subject and curriculum knowledge and relate this to the classroom. The module provides practical opportunities to build on the theoretical framework for learning, teaching and assessment of music that student teachers have been introduced to in the Introduction to Subject Studies module and provides development for school experience. It provides student teachers with the opportunity to engage critically with subject pedagogy and to evaluate critically the pedagogical choices they make. It will also provide student teachers with the opportunity to develop skills to reflect critically on the impact of their pedagogical decisions in order to inform future practice.

TOC


Programme Timetable - Music

This programme incorporates all 4 modules of the PGCE music programme

Date/Time

03 - 07September 2018 Primary school placement to focus on:· Progression and transition within subject area· Phonics and strategies for early reading/literacy

Induction Week: 10 - 14 September 2018 (at York St John University except for Thursday 13 September when in base school and Friday 14 September 9 – 12 for school based session)

Date/Time/Room

Staff Focus of Session Learning Objectives

Standard(s) Reading and Preparation

SOL

Monday 10 September 2018

10-12 noon

RW006

Keither Parker (KP) and Emma McVittie (EMc)

PS:MSDS02/MPGC06

Welcome and introductory session

Introduction to the Course handbooks

To provide an overview of the course and documentation

To raise awareness of statutory requirements

To introduce group members

To engage in team building activities.

TS8PPC

Make sure the subject knowledge audit you were asked to complete prior to the course is completed as far as possible.

Monday 10 September

1. – 3.00 pm

RW006

KPEMc

PS:MSDS02/MPGC06

Activity on values (email etiquette if time)

Introduction to the Masters element of the programme

Any questions/contributions to the course

Explore impact of personal values on teaching

TS8PPC

Values statement started at induction day is needed here

Read chapter 1.3 in Ellis or 1.2 in Brooks et al and add/re-write your values statement if any changes


Tuesday 11September

9.00- 10.00 am

RW006

Clare McCluskey

PS:MSDS02/MPGC06

Introduction to the library and subject resources

To highlight range of resources available in the library

To highlight how resources are used at postgraduate level

To begin using Moodle as a resource

TS8

Tuesday 11 September

10.00 am

Enrolment All students need to take some form of photo ID, their enrolment certificate and DBS certificate (non-salaried students only)

Tuesday 11 September

1 - 4pm

RW006

Sue Shippen

PS:MSDS02/MPGC06

Understanding the importance of safeguarding within schools

Child Protection

To consider your roles and responsibilities with regard to safeguarding and child protection

To consider a range of scenarios related to child protection issues and responses to these

TS1Part 2: PPC

Prior to session read chapters 20 and 24 in Brooks et al.

Complete the introduction to basic awareness training on safeguarding (details on Moodle)

Wednesday 12 September

9-11 am

Independent study at YSJU

Student teachers to familiarise themselves with the handbooks

Subject knowledge audit: preparation for subject teaching

Complete subject knowledge audit

Students to develop a presentation

TS3Part 2:PPC

Prepare a 2-3 minute presentation on either of the following questions:· Why do you

want to teach?

· Why do you want to teach your specific subject?

What subject specific concept interests you the most? Why?

Construct action plan based on subject knowledge audit

Reflective Learning Journal (RLJ) entry


Wednesday 12

September

1 – 4 pm

RW006

KP

PS:MSDS02

Introduction to Professional Studies. Aims of course etc. – what do schools want from today’s teachers; meeting those expectations

Aims of Education session 1

Education past/present and today’s agenda (introduction of Academies and implications etc.)

To understand the aims and expectations of the course

To know the 2 modules of the course and the assessments involved

To consider your own views and experiences of the education system

To consider the key issues, opportunities and challenges for new teachers

To understand how the education system has evolved

To understand what the National Curriculum is and the rationale behind thisTo consider the impact of national initiatives on pedagogy and raising standards

To understand how these initiatives interrelate and their impact on teaching, continuity and progression

TS2TS3TS5TS6TS7

Part 2:PPC

Read at least one of the following and write key learning points in RLJ:

Brooks et al chapters 2 and 26

Capel et al chapter 7.1

Read at least one of the following and write key learning points in RLJ:

Brooks et al chapter 1.3


Review the aims of education from the National Curriculum/QCA

In your RLJ write down what you think of these aims and how these might impact on your teaching

Group activity on national initiatives

4 – 5 pm

RW006

KPPS:

MSDS02

Educational Rationale and Pedagogical Practice

To consider why an educational rationale matters

To explore how and educational rationale affects the role of the teacher

TS5Part 2: PPC

Capel et al unit 7.1

Write a statement of your own educational philosophy with consideration of how this will impact on pedagogical


To begin to explore your own educational rationale in regard to pedagogical practice

practice

Thursday 13 September

All day

Induction day at base school

Friday 14 September

9-12 noon

This session will be at Manor CE Academy

EborHope staff

PS:MSDS02/MPGC06

Personality profiling to support teaching and learning

To focus on identifying personalities/characteristics to support improved professional practice and communication and support learning and teaching.

TS8Part 2: PPC

**Submit Primary Placement critical report Friday by Friday am on Moodle**

Friday 14 September

PM

EMc

PS:MSDS01/MPGC03

Independent and Supported Study:All trainees to check in for a live Moodle session at 2.30pm

Familiarisation time for the course handbooks with focus on evidence to meet the standards


Introduction Week: 17 - 21 September 2018 (at York St John University except for Thursday 20 September when in base school)

Date/Time/Room

PS/SS

Subject Staff Focus of Session

Learning Objectives

Standard(s)

Reading and Preparation SOL

Monday 17September 2018

9-12 noon

RW006

PS MSDS01/MPGC03

KP Understanding How Children Learn – Key Learning Approaches/ Theories and Cognitive Development Learning.

To appreciate the developmental nature of learning

To know key ideas about how children learn from major theorists in this field such as Piaget, Gardner, Vygotsky, Maslow

To begin to develop an understanding of how cognitive development relates to learning styles

TS2TS5TS7

Read at least one of the following:

Brooks et al chapter 2.4


Ellis chapter 4

Hoult chapter 2

Pollard chapter 7

Having looked at how brain research and the work of Gardner can impact on teaching and learning, now look at other theories we have covered and consider in detail how they would impact on teaching and learning. Look at criticisms of Gardner. Record ideas in RLJ.

Monday 17September

1 – 3 pm

RW006

PS MSDS01/MPGC03

Kate Allott

Transition 1: Session on Phonics and early reading

To reflect on what has been learnt during the primary placement (SE1)

To extend and develop understanding of phonics

TS3 Bring primary placement information to the session

Read chapter 3.4 in Capel et al.Consider other issues related to transition for your subject area/ Reflective


Learning Journal (RLJ) entry

Monday 17 September

3.30 – 6.30(There will be 2 slots from 3.30-4.30 and 4.30-5.30)

FT210

PS MSDS01/MPGC03

KPEMc

Digital team

How to use Mahara to support development of your Personal Development Portfolio

Exemplar PDP

To introduce the use of Mahara to support development of your Personal Development PortfolioTo set up individual portfolio

Tuesday 18September

9 – 12 noon

QS022

SS Music

SK day 1YSJ staff

CB What is Music?• Aims of the

subject• Current

curriculum• Historical

context of the subject

• Attributes of a music teacher

Subject specific pedagogy

To understand how the subject has changed and developed over time and the implications of current developments and initiatives

To consider what constitutes music as a subject

To explore the professional attributes of a secondary music teacher - including extra and cross-curricular links and responsibilities.

To develop an understanding of how the music

TS1TS2TS3TS8

500 words – What was your experience of music teaching as a pupil?

To research and present findings on an aspect of the music national curriculum

Reflect on lesson observations, consider ing the role of music within the wider context of school.


curriculum contributes to pupils’ social, moral and spiritual understanding.

To gain an understanding of what shape a music lesson typically has

Tuesday 18

September

1 – 3pm

QS022

SS Music

SK day 1YSJ staff

CB Transition session 2: Issues related to Music

Overview of all assignments but specific focus on Primary Placement, and Music Presentations

To understand what constitutes music at KS1&2

To understand problems associated with non-specialists teaching at KS1&2

To understand the issues related to the range of exposure to music prior to KS3

Understand the provision for instrumental teaching (such as WCET, Peri lessons, curriculum support)

TS2TS3TS7

NC documents KS1 and2

Music Express (available in the library)

(Gazard, P)You can teach Primary Music.

To reflect on the way that music was delivered during primary placement

Research KS2/3 transition through discussion with school based transition coordinators – whole school and music


4-5pmIndependent follow up work from the session

PATHFINDER STUDENTS TO ATTEND ALLIANCE SESSIONS ON WEDNESDAY, THURSDAY AND FRIDAY

Wednesday 19September

9 – 12 noon

RW006

PS MSDS01/MPGC03

KP Curriculum Planning session 1 – overview of the key principles of planning

Planning a lesson – practicalities and progress

Focus on a variety of ‘model’ completed plans across subjects.Also focus on the example in the student/mentor handbook.

To understand the importance of detailed planning and how it impacts on learner’s progress and behaviour

To practice using the lesson plan framework and to consider how resources can be used to support progress for all ranges of ability

To understand the key aspects of short, medium and long term planning and the progression between these levels of planning

To consider the key elements of effective lesson planning

To begin to consider how different learner’s needs can be planned for

TS1TS2TS4TS5TS7


Brooks et al chapter 13


Ellis chapter 5

Hoult chapter 4

Kyriacou chapter 2

Pollard chapter 9

Write key learning points from session and reading in RLJ


To introduce the principle of educational inclusion and curriculum entitlement

To consider how to plan to ensure effective progression

To consider key principles in evaluating learning

To consider the importance of reflecting on the effectiveness of lessons in relation to pupil progress

Wednesday 19 September

1 – 5 pm

RW006

PS MSDS01/MPGC03

KP Effective Teaching & Learning Strategies session 1: key principles

Introduction to differentiation

To understand what makes an effective teacher and leader in the classroom

To consider what makes teaching and learning effective

To consider the different strategies that can be used to support pupils of different abilities.

TS1TS2TS4TS5TS7


Ellis chapter 5

Kyriacou chapter 1

Pollard chapter 13

Read the following:Capel et al chapter 5.3



Relating Learning Approaches/ Theories to Pedagogic Practice

M level assignment briefing

To consider what is best practice in the classroom

To begin to reflect on how professional values impact on teaching and learning

To understand the interaction between theories about learning and pedagogic practice

To be able to explain to others the theories related to learning and teaching

To understand how teaching styles need to relate to learning styles/strategies

To explore a range of teaching and learning styles and introduce the concept of scaffolding in learning

To begin to consider your own


pedagogy in relation to key learning theories

Thursday 20 SeptemberAll day

Induction day at base school

Friday 21 September

9 – 12 noon

CD103

SS Music School staff

Resources for Teaching and Learning: subject focus

New technologies & resources

Consider practical examples of material from the classroom

eg: Garageband, Logic pro, Sibelius,

To consider the technologies available to support the teaching of music and how these can be used to enhance pupils’ learning

Plan for Technology tour

TS1TS3

List the technologies you have observed being used in teaching and the impact they have had on learning

Reading:http://www.musicmark.org.uk/members/magazine-features/how-i-use-music-technology-my-classroom

Plan the use of an identified technology into a lesson you have taught or observed and consider how this would enhance learning and share with mentor

Friday 21September

1-3pm

Temple Hall

PS

MSDS02/MPGC06

Resilience and Energy Management

To develop strategies to support resilience and energy management

TS8PPC

Refer to texts on PS reading list for well-being and developing resilience

Also read chapter 1.3 in Capel et al.

Student teachers in base schools (SE1) from Monday 24 September to 21 December 2018 (except for Wednesdays)

Pathfinder Student teachers in base schools (SE1) from Monday 24 September to 22 February (except for Wednesdays)


http://www.musicmark.org.uk/members/magazine-features/how-i-use-music-technology-my-classroom




Wednesday 26 September 2018

School based – Manor CE Academy

Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL

1–3pm SS Music School staff

Effective Teaching & Learning Strategies session 2:Music

To consider what makes an effective music lesson

To understand how the theory of teaching converts into practice

Be able to include assessment in a lesson plan

Review of progress on pupil study

To be able to plan a music lesson

TS3TS4TS5TS6TS7

Collect lesson plan examples from your mentors or your own

Bring a lesson plan proforma from school

3-5pm SS Music School staff

Curriculum Planning session 2: lesson planning, differentiation and delivery within Music

Learning objectives versus outcomes

To develop an awareness of the process of planning, structuring and delivering engaging lessons

To understand how to adapt lessons to meet the needs and strengths of all pupils

To understand how objectives and outcomes frame a lesson

TS4TS3TS5

Arrange to shadow or one-one session with member of Learning Support team.

Arrange some lesson observation of other colleagues with a focus on scaffolding / differentiation. Record in Learning Journal


Wednesday 3 October 2018**


PATHFINDER STUDENTS ATTEND ALLIANCE UNTIL 3PM. RETURN TO MANOR FOR RESEARCH PROJECT BRIEFING

Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL1.15- 3pm PS MSDS01 KP Classroom Management

and Behaviour session 1: Theoretical approaches to Behaviour ManagementBriefing for M level research project 2.30pm

To compare different theories/models relating to behaviour management

To begin to explore your own philosophy of behaviour management and consider how this will impact on teaching and learning

TS7Read Porter, section 1. Write a statement of your

philosophy of behaviour management and incorporate this into your statement on educational rationale/philosophy

Over next 3 weeks student teachers must access PPT’s on research skills & complete research proposal form

3-5pm PS MSDS01 BHPlanning and Managing the Learning Environment: Creating a Climate for Learning session 1: key principles

To understand a range of strategies for effective classroom management

To consider the importance and impact of positive classroom interaction and effective communication

To understand the link between motivation, effective teaching and learning and classroom management

TS1TS2TS7

Read at least one of the following;

Kyriacou chapter 5

Pollard chapter 10

Capel et al chapters 3.1 and 3.2

Write key learning points from today’s sessions and reading in RLJ

**Some alliances may run this session and if so student teachers would not need to attend this one – please check with Course Lead/Alliance Lead**


Wednesday 10 October 2018

York St John University – Subject Knowledge Day 2 YSJ staff (with 2 hours to follow on from 3.10.18 with subject specific issues) PATHFINDER STUDENTS ATTEND ALLIANCE

Time PS/SS Subject Staff

Focus of Session Learning Objectives Standard(s)

Reading and Preparation

SOL

9 – 4

QS022

SS Music CB Planning and Managing the Learning Environment: Creating a Climate for Learning session 2: musicFor example· Developing

positive relationships

· Creating safe & supportive environment

· High expectations

· Learning to inspire, motivate & challenge

· Learning outside the classroom

To develop an understanding of the importance of good relationships in the classroom

To understand what is needed to create an emotionally safe and supportive environment for all

To consider the setting of high expectations which inspire, motivate and challenge pupils

To consider the importance of learning outside the classroom.

TS1TS4TS7

What extra-curricular music happens in your school.

Bring a copy of your schools classroom rules/behaviour policy/ sanctions & rewards


SS Music CB Classroom Management and Behaviour session 2: music

Positive BM strategies

Behaviour for learning

Developing a behaviour/classroom management plan with specific reference to a laboratory environment

Reflection on previous lesson plan with a focus on behaviour management

To consider a range of behaviour disorders

To develop an awareness of behaviours which promote effective learning

To recognise how decisions relating to management of learning may affect behaviour

To consider strategies to support positive behaviour

To understand the importance of a behaviour management plan to support classroom management and pupil progress

TS1TS7

Brooks et al, chapter 11

Capel et al, unit 3.3

Ellis, chapter 7

Hoult, chapter 5

Kyriacou, chapter 6

Behaviour2Learn website

Observe a range of different staff members using behaviour tracking tool and apply strategies to own classroom practice

SS Music CB Subject Knowledge Development and SK Pedagogy

CompositionListening & AppraisingPerforming

Subject knowledge Audit

Music Presentations review and launch of MSDSO1

Explore the content of new national curriculum at KS3.

Explore the range of understanding required by differing GCSE exam boards.

To consider learning and teaching strategies in relation to KS4 content and syllabus and progression from KS 3 to 4

How to teach content through practical activities.

ALL Research some KS4 exam board specifications

Appropriate vocab lists

Use a new resource (from other SD students or from mentor)




Wednesday 17 October 2018**PATHFINDER STUDENTS ATTEND ALLIANCE

WRA student teachers on school experience day at Alliance

York St John University

Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation

SOL

1.00-5pm

RW006

PS MSDS01/MPGC03

EMcJV?

SEND & inclusion

Focus will be on a case study from identifying initial concerns through to an EHCP to practically look at a graduated approach.

To develop a wider understanding of how to support learners with different needs in the classroom (SEND, including gifted and talented)

To look at a range of strategies used to support students with different needs, including multi-agency support and Extended Schools

To consider the impact of the new code of practice/Education, Health & Care plans

To raise awareness of the potential difficulties some learners have in dealing with their special needs

To consider how to create a classroom in which diversity is valued and where learners feel secure and confident

TS5TS7


Brooks et al chapters 6 & 21

Capel et al chapter 4.1 & 4.6

Ellis chapter 13

Hoult chapter 7

Pollard chapter 15

Visit websites highlighted within the PPT for this session.

Write down strategies/ideas to use in your own teaching.

**Some alliances may run this session and if so student teachers would not need to attend this one – please check with Course Lead/Alliance Lead**


Wednesday 24 October 2018


Time PS/SS

Subject Staff Focus of Session Learning Objectives Standard(s)

Reading and Preparation

SOL

1.00-3pm

RW006

PS MSDS01/MPGC03

EMc

RM/KB?

Assessment session 1: overview of key principles of assessment and impact on pupil progress – assessment for learning and assessment of learning

Include: history of assessment, current framework, use of data to inform planning

To understand that Assessment for Learning is a characteristic of effective teaching

To become familiar with a range of assessment, monitoring and recording strategies

To develop an understanding of learner self-assessment strategies

To look at local and national data that is available to support the monitoring of learner progress and consider its impact on teaching

To consider the role of effective target setting for pupils

TS2TS6


Brooks el al chapters 9 & 10


Ellis chapter 6

Hoult chapter 6

Kyriacou chapter 7

Pollard chapter 14


3 – 5pmRW006

PS MSDS01/MPGC03

EMc/KP MSDS01/MPGC03 and MSDS02/MPGC06 assignment support session

To further develop understanding of the M level work involved in the programme

Wednesday 7 November 2018


York St John University - Subject Knowledge Day 3 YSJ staff

Time PS/SS

Subject Staff Focus of Session Learning Objectives Standard(s)

Reading and Preparation SOL

9 – 12

SS Music CB Subject Knowledge Development and SK Pedagogy continuedDiscussion on research proposals. Please bring a laptop/tablet to the session if possible.Research proposal to be submitted on 15th November

Linking practical music to content

G&T and mixed ability teaching

To explore teaching and learning strategies for music in the classroom

ALLFeedback on New resources

Reading and record keeping to support assignment 1

1-4 pm SS Music CB Assessment session 2 - AFL in Music (KS3, GCSE)• Assessing progress

over time• Changes to

assessment in subject areas

Brief review of Music Presentations and MSDSO1

To develop knowledge and understanding of assessment in music including statutory assessment requirements.

To develop skills in interpreting performance data to inform planning and pupil progress.

To understand the assessment requirements of all Key Stages

Standardising and Assessing Coursework

To develop a ‘tool kit’ of AFL techniques to promote flexible teaching and learning

TS5TS2TS6TS8

Bring any relevant mark schemes from your school.

Bring any examples of effective AFL you have seen modelled.

Readjng:• Bray, D (2000) Chapter 3

“making assessment manageable and effective” from Teaching Music in the Secondary School.

Fautley, M. (2010) Assessment in music education. Oxford: Oxford University Press

Trial and reflect on own classroom assessment


Wednesday 14 November 2018Page | 23 Subject Handbook - Music York St John University Secondary Partnership 2018/19

Independent Study

Time PS/SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL

1-5pmSSMusic

Focus on developing lesson planning and assessment strategies



WRA STUDENTS ATTEND ALLIANCE


1-5pm SSAll

EborHope Staff

Memory and Cognitive load (effective approaches for strengthening pupil memory)

Voice work (protecting voice)

Input on TS2


YSJ


1-4pm SSMusic

EMc + TBC

Subject presentations

Wednesday 5 December 2018

Independent Study



1-5pm PS MSDS01 Focus on preparing evidence to meet the standards/completing reflective writing and final documentation etcOpportunity to prepare for assignments



Pathfinder students attend alliance but submit work for national initiatives

WRA student teachers on school experience day at Alliance but submit work for national initiatives

York St John UniversityTime PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL

1 - 4pm

SK037

4-5pmRW006

PS KP

MSDS02

REVIEW & TARGET SETTING

Review and target setting related to:· Subject knowledge audit· Behaviour Management

Plan· Review against Standards

booklet & Professional development sheet/targets

· Q/A research skills & final brief for research project

· Discussion on second school placement & aims for this

Reflection on professional practice and developing as a professional

BRIEFING FOR SECOND PLACEMENT

To share good practice

To reflect on your recent school experience and review your progress against the standards

To set individual SMART targets for further development

To further develop an understanding of what is professional practice and appropriate professional conduct

To reflect on your own values, attitudes, beliefs and ethics in relation to this

To consider how to improve professional practice as part of reflective practice and critical voice

TS8Part 2: PPC

Read one of the following:

Brooks et al chapter 2


Kyriacou chapter 8

Complete SE2 Review sheets and Professional Development Summary sheet

This session will also include the marketplace activity on national initiatives that was introduced on Wednesday 12 September



Independent Study


1-5pm PS MSDS01 Focus on academic assignments(This may also be an opportunity for trainees to make an initial visit to second school placements)

7 - 9 January 2019 – Study days9th January WRA student teachers on school experience day at Alliance

10 – 11 January 2019 - in second school placement for preparation for 6 week block

Pathfinder Student teachers in base schools (SE1) from Monday 24 September to 22 February (except for Wednesdays)

Second School Placement (SE2) 14 January to 22 February (6 weeks)WRA student teachers second school placement (SE2/3) 14 January to 14th June

School Half Term 25 February

Development and Enrichment Week: 4 - 8 March 2019 (at York St John University except for Monday 4 March 2019)


Mon 4 March 2019All day

PS MSDS01

No room needed

Diversity Enrichment Day – refer to the Diversity Handbook for details

Date/Time/Room

PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation

SOL

Tuesday5 March

9 – 12 noon

QS022

SS Music

SK day 4YSJ staff

CB Developing subject knowledge to support increased teaching timetable – linked to subject audit / updating targets

To identify key areas for development from subject audit and change to put action plan in place

All As Appropriate, TBC.

Based on subject audit identify areas for support.

Subject level texts depending on need.

Identify areas of weakness. Research websites and discuss with school mentor

Draw up a reading list and action plan based on audit to be shared with mentor

Prepare for new timetable

Tuesday5 March

1 – 4pm

QS022

SS Music

SK day 4YSJ staff

CB Subject Knowledge Consolidation:Music

To be decided based on AM subject specific session and the needs audit

Launch assignment 2 (portfolio and critical reflection)

TS3 Find example controlled assessment material for KS4 / KS5

Further reading to be decided based on audit

Identify topic for presentation and written evaluation (Assignment 2)


Wednesday6 March

9 – 12 noon

School based at Manor CE Academy

SS Music

To be done as a session for all subjects and then focus on subjects

EborHope staff

Focus on differentiation in music

To be aware of the resources available to support differentiation in music

To know different methods for scaffolding pupils’ learning in computing

To know different approaches for differentiation: by task, by outcome etc…

TS1TS4TS2TS5TS6

Bring examples of differentiated work and scaffolding for a music-related task

Reading:http://www.sistemaengland.org.uk/wp-content/uploads/2015/07/Sharing-tips-and-tools.pdf

Plan and evaluate a differentiated lesson

Wednesday6 March

1 – 4pm

School based at Manor CE Academy

SS Music

Independent or in subject groups

Apple Educator (through EborHope)

How to use technology to support all learners

To develop a range of resources to meet the needs of a range of pupils with differing abilities

TS5

Thursday7 March

All day9 – 3pm

School based at WRA schools

SS Music WRA staff

Teaching Music at A level

To develop an understanding of the post-16 curriculum and the current assessment objectives

To gain an insight into the areas of specialism available for students at post-16

TS3 A level specifications- relevant exam board specifications

Plan to deliver a session on one area of the following topics:• set work• aural skills• Revision

The lesson should be delivered prior to next subject session.

Prepare an action plan identifying priorities for preparing to teach post-16


http://www.sistemaengland.org.uk/wp-content/uploads/2015/07/Sharing-tips-and-tools.pdf



Friday 5 March9 – 12RW006

PS MSDS01 KP/BH Diversity – round table presentations

Differentiation – round table presentations

Friday 8 March

1- 2pm

RW006 all afternoon

PS MSDS01 KP Diversity Debriefing

Review of diversity placement

Revisiting targets

To identify and discuss key issues from your placements

To share and discuss outcomes on data collected

To reflect on best practice observed

TS2TS8

Please ensure you bring your diversity handbook and resources/notes from the week to this session.

Be prepared to share what you have learnt during the week.

2 – 3pm PS Careers input

3 - 4.30pm PS EMc M level support for research project

To focus on data analysis

Return to base schools 11 March to 14 JunePathfinder Student teachers in second schools (SE2/3) from Monday 24 September to 22 February (except for Wednesdays)

WRA students remain in second placement school

Wednesday 13 March 2019Page | 30 Subject Handbook - Music York St John University Secondary Partnership 2018/19

York St John University Time PS/

SSSubject Staff Focus of

SessionLearning Objectives Standard(s) Reading and

PreparationSOL

1 – 4pm

RW006

PS MSDS02 KP

KP/EMc

The importance of the pastoral curriculum

Key issues affecting young people including e-safety, mental health and attachment

To develop an understanding of the pastoral system and the growing importance of this in today’s schools

To consider the roles and responsibilities of the form tutor and pastoral leaders

To consider what makes a good form tutor

To develop a knowledge and understanding of the key elements of the pastoral curriculum

To consider how the pastoral curriculum supports national initiatives and how it supports learner progress and development

To discuss what the key issues are that affect some young people in schools today

To consider how these issues might impact on teaching, learning and achievement

To consider the strategies that might be used to support individuals

TS1TS2TS5TS7TS8


Brooks et al chapter 24 & 25

Ellis chapter 12

Read Capel et al chapter 4.2 & 4.5

Take notes of key learning points in RLJ with consideration of your pastoral involvement in SE2 (attachment to form group etc)

Key issues:Revisit the Byron Review relating to ICT/e-safetyNote key points on impact on teaching and learning in LJ

Read other internet resources on key issues and plan feedback/presentation

Revisit PPT/individual activity on Prevent, British Values and SMSC

Homophobic Bullying – PPT/individual activity

4-5pmRW006

PS MSDS02 KP Spring/summer term briefing

To review expectations for the spring/summer term and discuss evidence to meet the standards

All


Wednesday 20 March 2019School – Manor CE Academy


1.30 -2.30(WRA staff

PS MSDS01 School staff

WRA

Cross Curricular Links:

· Literacy· Numeracy

To develop an understanding of the range of cross curricular themes/skills within the secondary curriculum

To look at opportunities and strategies to support pupil progress in literacy, through your own planning/ teaching

To look at opportunities and strategies to support pupil progress in numeracy, through your own planning/ teaching

TS1TS3TS4TS5Part 2: PPC


Literacy:Brooks et al chapter 16Ellis chapter 8Hoult chapter 8Capel et al chapter 5.8

Numeracy:Brooks et al chapter 17Ellis chapter 9

Hoult chapter 9

School policies on literacy and numeracy across the curriculum

Use resources on Moodle and from reading to write down ideas to support literacy development in your classroom

Plan/develop ideas to support numeracy development in your classroom for during SE3

2.30 – 3.30(EborHope Staff)

PS MSDS01School staff

EborHope


· School Values· British Values· SMSC

To understand the importance of the citizenship in today’s society, from a local, national, international perspective

TS1TS3TS4TS5Part 2: PPC

Read school policies PPT – learning activities to complete on Prevent Strategy, British Values and SMSC


3.30 – 4.30 pm

4.30 - 5pm

SS Subject groups

School staff

BH


· PSHCEe and citizenship

Facilitated feedback

To understand the importance of the citizenship and citizenship curriculum in today’s society, from a local, national, international perspective

To begin to consider strategies of how to develop key themes and issues from the citizenship curriculum in your own planning and teaching

TS3TS4TS1


Citizenship:Brooks et al chapter 18Ellis chapter 12Capel et al chapter 4.5


Wednesday 27 March 2019

Independent Study


All dayRooms TBC

PS MSDS02 Research presentations

Wednesday 3 April 2019

Time PS/SS Subject Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation

SOL

1.30-4.30RW006

PS MSDS01 EMcAdditional SEND session


Wednesday 10 April 2019



1-4pm

QE105

4-5pmRW006

PS MSDS02 KP April/May Review - exercise against the standards & target setting for consolidation period

CPD sharing session – each bring examples of work/planning etc that demonstrates good practice and can be CPD for the students

To assess current progress and evaluate current strengths and areas to develop against the grading guidance produced by NASBTT

To set targets for remaining consolidation’ stage of training (that will be discussed with mentor)

TS8PPC Compete review

and finalise targets for remainder of consolidation period.


Wednesday 1 May 2019

Time PS/ SS Staff Focus of Session Learning Objectives Standard(s) Reading and Preparation SOL

1.30-4.30

RW006

MSDS01 Katy Bloom

Good to outstanding support sessions 1 and 2



1.30-4.30

RW006

MSDS01 Katy Bloom




1.30-4.30

RW006

MSDS01 Katy Bloom


Wednesday 22 May


1.30-4.30

RW006

MSDS01 Katy Bloom


17.06.19 – 21.06.19 Enrichment Week – School Based


24.06.19 – 28.06.19 Enrichment Week – University Based

Monday 24 June

9 -12 noon

RW006

KP

PS:MSDS02/MPGC06

SE3 Debrief;

Programme Evaluation;

Finalising CEDP

To evaluate progress made in SE3;

To evaluate the PGCE programme by completing the NQT survey;

The CEDP to be finalised to support transition to NQT and induction.

TS8Bring completed CEDP for signing/processing

Monday 24 June

1 – 4pm

RW006

KP

PS:MSDS02/MPGC06

Launch of showcase presentation – transition event.

To demonstrate commitment to collaboration and co-operative working;

To share effective practice;

To showcase achievements of the PGCE training programme;

TS3TS8

Plan and develop resources for showcase presentation event

Tuesday 25, Wednesday 26 and Thursday 27 June

SSIndependent study to prepare showcase presentation and develop resources for first teaching post, as part of transition process

Friday 28 June

9 -12 noon1 – 4 pm

Temple Hall

KP/EMc

PS:MSDS01/MPGC03

Showcase presentation – transition event

TS3TS8PPC


2. Professional Studies Assessment

Contents Introduction to Professional Studies

School Direct Module description – MSDS01

School Direct Module description – MSDS02

Assessment in Professional Studies

MSDS01 assignment guidance

MSDS02 assignment guidance

Professional studies modules – reading and resource lists


Introduction to Professional Studies

Professional Studies is an essential component of the PGCE programme and a vital dimension of training to become an effective teacher. It is designed to introduce student teachers to key professional issues and practices and to consider them from an informed and reflective perspective.

The course is designed to ensure that student teachers:

· Are well prepared for the wider professional demands of being a teacher;

· Have addressed key issues such as theories of learning, assessment, inclusion and behaviour management;

· Understand how educational theories relate to and underpin practice;

· Reflect upon the professional attitudes and values that are expected of teachers;

· Consider and develop their own professional identity;

· Have the support to help develop confidence in their wider professional knowledge and understanding.

All of the sessions within this programme support the student teacher in developing an understanding of how whole school/wider professional issues influence and support professional practice and development as an effective subject teacher. The programme is designed to emphasise the important role which wider educational issues can play in developing effective teaching and learning.

The key aim of the Professional Studies programme is to contribute to a high quality, current and relevant PGCE programme of training that equips student teachers with the professional knowledge, understanding, skills and attributes that they need to become outstanding teachers and leaders in our local and national secondary schools.

The programme is designed so that whole school issues can be explored through seminar discussion in university, at school, and through assignments and wider reading.

The professional studies programme is underpinned by the PGCE secondary partnership commitment to:

Developing outstanding teachers in an outstanding partnership


School Centred Cohort (School Direct)Module description – MSDS01

Title Understanding Learning and Teaching and School Experience (secondary)

Code3SDS01MSDS01

Faculty Education & Theology Cost Centre

Level YSJU 3 & MNQF 6 & 7

Credits 30 Total Learning Hours 300

Pre-requisites Barred Combinations None

Learning and Teaching

Timetabled Contact Hours 24 SOL Hours 122 Independent Study &

Assessment Hours 154

No. of Teaching Weeks 19 No. of Teaching Weeks 40 Total No. of Weeks inc. assessment period 40

Type of Learning Activity

Timetabled Contact comprises: lectures, seminars, workshops, presentations, tutorials, supported observation analysis, supported self-assessment.

Supported Open Learning comprises: group and individual school based research activities, literature research, learning journals.

Independent Study comprises:evaluation, analysis and application of module related activities;school experience profile and documentation.

Rationale and Aims


It is essential to provide student teachers with the opportunity to critically engage in theories and related practices involved in learning and teaching within the context of the secondary school setting. Student teachers need to develop the necessary understanding of how children and young people develop and learn in order to critically evaluate the pedagogical choices they will be faced with during the assessed school experience and successfully implement the choices they make. It is also essential that they develop skills to critically reflect on the impact of their pedagogical decisions to inform future practice.

The module aims to provide an understanding of the current curriculum and dominant pedagogies related to secondary schools and analyse the key principles and environmental factors which contribute to, and underpin effective learning and teaching.

The module also aims to provide opportunities for student teachers to:

· explore, implement and evaluate different approaches to, and a range of methods for, gathering data and information within a range of learning contexts;

· explore and critically appraise a wide range of literature and practice related to key learning theories, child development, learning and teaching approaches and research strategies and methodologies;

· critically analyse and evaluate, as an individual and collaboratively, a range of issues using theoretical perspectives and key models and principles of effective practice;

· apply theories, methods and strategies to their own practice during the school experience, demonstrating rigour in critically evaluating outcomes.

This module reflects the current standards for teaching.

Learning OutcomesUpon successful completion of the module student teachers will be able to:

Learning Outcomes (Level 3)1. critically analyse theory and practice relating to children’s/young people’s development and learning;2. demonstrate a critical understanding of the influences which may impact upon effective learning and

teaching;3. use and apply the acquired knowledge and understanding of pedagogy to plan, assess and

evaluate learning and teaching in order to meet the needs of children/young people;4. consistently demonstrate the standards and competencies required for QTS over a sustained

period, showing evidence of having responded effectively to support provided from the secondary partnership (school and university), including fulfilling documentation requirements;

5. communicate effectively using appropriate academic conventions.

Learning Outcomes (M Level)1. critically analyse and synthesise theory and practice relating to children’s/young people’s

development and learning;2. demonstrate an advanced understanding of the influences which may impact upon effective learning

and teaching;3. critically evaluate and reflect on applied knowledge and understanding of pedagogy to plan, assess

and evaluate learning and teaching in order to meet the needs of children/young people;4. consistently demonstrate the standards and competencies required for QTS over a sustained



Assessment (please include expected word length (for text based assessment))


# description weighting outcomes

1 5000 word essay 100% 1, 2, 3, 5

2 Completed school experience placement and profile with completed documentation as specified in the course documentation folder Pass/Fail 3, 4

Qualified Failures: in order to pass the module, students much achieve:(for modules with more than one summative assessment component - please delete as applicable)

· A minimum mark of 40 at Level 3 or 50 at M Level for the essay· A pass in school experience placement to required minimum standard

All student teachers must pass both components in order to pass this module

Indicative Content

The cyclical nature of the module will provide student teachers with the opportunities to develop increasingly sophisticated concepts and knowledge of teaching and learning in line with their own cognitive capabilities and their experience in school. It will explore in depth developmental, environmental, emotional and intellectual factors that affect children and young people, examining a range of factors, which determine and influence human development, learning and thinking.

All indicative content will be related to the appropriate age range(s) being studied.

· Understanding and developing professional identity· Child development and key learning theories, including factors affecting learning· Observational studies and analysis· Teaching for understanding, including concepts such as scaffolding of learning, models for learning

and effective communication in the classroom· The curriculum: principles of effective planning and pedagogy; progression and transition; cross-

curricular themes including those related to literacy· Planning and managing the learning environment, including the management of other adults· Managing behaviour for effective learning: theory and practice· Inclusion: meeting the individual needs of all children/young people, including English as an

Additional Language (EAL), Special Educational Needs and/or Disability (SEND)· Assessment for and of learning, including the principles and methods for effective observation,

monitoring and assessments, recording and reporting· Developing educational values and research ethics· Developing understanding of school policies related to learning, teaching, assessment and inclusion

School Experience

The school centred secondary programme is predominantly school based. During the autumn term student teachers will undertake the introduction phase of the programme and continue on to the development phase. This will allow the student teacher to develop their pedagogical skills in a sustained experience according to the Teaching Agency (TA) requirements. The student teacher will develop skills, knowledge and understanding of professional practice giving particular emphasis to:

· Critical analysis· Planning for teaching, learning and assessment· Evaluation· Reflection

In the spring term student teachers will continue to be school based and will undertake a number of days in a school which will enhance and enrich their understanding of issues related to diversity. This is intended to provide student teachers with the opportunity to experience and understand the diverse nature of secondary schools and to consider the influence of the home, the family and the wider society in the education of children/young people and be aware of the external agencies which support the school. Student teachers will analyse teaching and learning strategies that enable children/young people from diverse backgrounds to


access the secondary school curriculum, encouraging reflection and analysis of individual differences.

Library ResourcesIndicative essential book provision:

1. Brooks, V., Abbott, I. & Bills, L. (2012) Preparing to Teach in Secondary Schools. 3rd Ed. Maidenhead: Open University Press.

2. Capel, S., Leask, M., & Turner, T. (2013) Learning to Teach in the Secondary School. 6th ed. London:, Routledge.

3. Ellis, V. (2013) Learning and Teaching in Secondary Schools. 5th ed. Exeter: Learning Matters Ltd.

4. Kyriacou, C. (2014) Essential Teaching Skills. 4th ed. Cheltenham: Nelson Thornes Ltd.

5. Pollard, A. (2008) Reflective Teaching: Evidence-Informed Professional Practice. 3rd ed. London: Continuum.

Indicative Journals /Periodicals (3 examples from current subscriptions):

1. British Educational Research Journal - Routledge (Taylor & Francis Group)

2. British Journal of Educational Studies – Routledge (Taylor & Francis Group)

3. Journal of Education for Teaching – Routledge (Taylor & Francis Group)

Audio-visual / non printed material:

ICT ResourcesHardware

· Interactive white board· Networked PC and data projector· DVD player· Visualiser· Digital cameras and video cameras

Specialist software

None

Media ResourcesAV equipment

None

Award Bearing Programmes to which the module contributes

Title of ABP Status * of module in ABP

Location of module in ABP

Postgraduate Certificate in Education Secondary orGraduate Diploma in Education Secondary

Compulsory for award Semesters 1 & 2


TOC

School Centred Cohort (School Direct) - Module description – MSDS02

Title Professional Module 2 - The Emerging Professional and School Experience (secondary)

Code3SDS02MSDS02

School Education Cost Centre

Level 6 & 7 Credits 30 Total Learning Hours 300



Timetabled Contact Hours 22 SOL Hours 124 Independent Study &

Assessment Hours 154

No. of Teaching Weeks 19 No. of Teaching Weeks 40 Total No. of Weeks inc. assessment period 40

Type of Learning Activity

Timetabled Contact comprises: lectures, seminars, workshops, tutorials, supported observation analysis, supported self-assessment.

Supported Open Learning comprises: group and individual school based research activities, literature research, learning journals.

Independent Study comprises: evaluation, analysis and application of module related activities: school experience profile and documentation.


Rationale and Aims

It is essential that student teachers develop the pedagogical skills, knowledge and understanding in their role as an emerging professional, and are able to demonstrate the ability to provide effective learning and teaching within the context of a secondary school setting. As part of their continuing professional development student teachers need the opportunity to develop as autonomous professionals who are capable of making judgements informed by knowledge of appropriate theory and practice. They should understand how research informs practice. It is important that they develop an understanding of wider professional issues related to the broad context in which education operates in order to be fully prepared for their future role as a professional secondary school teacher.

The module aims to provide opportunities for student teachers to:

· build upon existing pedagogical skills, knowledge and understanding in order to provide consistent and effective learning and teaching opportunities within the secondary school classroom;

· reflect on and critically evaluate their learning, in context of their developing professional practice;· work with increasing professional autonomy during school experience;· develop a critical understanding of schools as organisations within the context of local and national

policy;· explore, implement and evaluate different approaches to, and a range of methods for, gathering

data and information as part of the research process;· develop their professional ability to reflect on a specific research issue related to the school setting.

This module reflects the current standards for teachers.

Learning OutcomesUpon successful completion of the module student teachers will be able to:

Learning Outcomes (L3)1. critically reflect on their own emerging identity as a professional and capacity for increased self-

awareness;2. synthesise and apply educational theory and research to their thinking about issues drawn from

professional practice;3. demonstrate a conceptual understanding of the nature of schools as social organisations including

the importance of values and relationships in an educational organisation;4. consistently demonstrate the standards and competencies required for QTS over a sustained



Learning Outcomes (M level)1. critically and creatively reflect on their own emerging identity as a professional and capacity for

increased self-awareness and reflexivity;2. critically evaluate, synthesise and apply an in-depth and specialist knowledge of educational theory

and research, to their thinking about issues drawn from professional practice;3. demonstrate a creative and critical awareness and understanding of the nature of schools as social

organisations, including the importance of values and relationships in an educational organisation;4. consistently demonstrate the standards and competencies required for QTS over a sustained




Assessment (please include expected word length (for text based assessment))

# description weighting outcomes

1 2500 word paper 40% 1, 2, 3, 5

2 Oral presentation 60% 1, 2, 3, 5

3 A satisfactorily completed school experience and profile with completed documentation Pass/Fail 4

Qualified Failures: in order to pass the module, students much achieve:(for modules with more than one summative assessment component - please delete as applicable)

· A minimum mark of 40 at Level 3 or 50 at M Level for the project· A pass in school experience placement to required minimum standard

All student teachers must pass both components in order to pass this module

Indicative Content

This module will provide student teachers with the opportunities to develop increasingly sophisticated concepts, knowledge and understanding of teaching and learning and wider professional issues in line with their own cognitive capabilities and developing professional identities, and within the context of broader education.


· Emerging professional identity – influence of own experiences of education; understanding what it means to be an effective learner themselves; values and personal philosophy/rationale; developing the ability to critically analyse and evaluate educational policy and own practice; developing professional practice and conduct within the context of current educational policy, statutory responsibilities and the law.

· Developing pedagogic skills, knowledge and understanding – understanding the role of educational research in supporting school improvement; the nature of educational research including research methodologies, data collection, ethical considerations, critical reading and writing.

· Understanding schools as organisations – reflecting on the aims and purposes of education and the key ideas which have influenced them; understanding processes of change; awareness of initiatives and developments in education; influence of policies and practices on teaching and learning; safeguarding and child protection; organisational structures; culture of the school; role of schools in wider society

· Working with others – developing relationships and communication with colleagues, pupils, parent/carers, community; leadership and teamwork; pastoral care and role of external agencies within schools

· Transition – preparing for transition from QTS to NQT including applying for jobs and interview preparation: understanding the induction year; entering a community of practice;

School Experience

The school centred secondary programme is predominantly school based. Following on from the introduction phase and development phase in the autumn term, student teachers will continue with the


development phase of the programme and move into the consolidation phase during the spring and summer terms. This will allow the student teacher to develop their pedagogical skills in a sustained school experience according to the Teaching Agency (TA) requirements. The student teacher will develop skills, knowledge and understanding of professional practice with particular emphasis on:

· Critical analysis· Planning for teaching, learning and assessment· Evaluation· Reflection

Library ResourcesIndicative essential book provision :

1. Denby, N., Butroyd, R., Swift, H., Price, J. & Glazzard, J. (2008) Master’s Level Study in Education: A Guide to Success for PGCE Students. Maidenhead: Open University Press.

2. Ghaye, T. (2011) Teaching and Learning through Reflective Practice. London: Routledge.

3. Moon, J. (2008) Critical Thinking: An Exploration of Theory and Practice. 2nd ed. London: Routledge.

4. Sharp, J. (2009) Success with your Education Research Project. Exeter: Learning Matters Ltd.

5. Wilson, E. (2009) School-based Research: a guide for education students. London: SAGE.

Indicative Journals /Periodicals (3 examples from current subscriptions):

1. British Educational Research Journal - Routledge (Taylor & Francis Group)

2. Research in Education - Manchester University Press

3. Research Papers in Education – Taylor Francis group

Audio-visual / non printed material:


· Interactive white board· Networked PC and data projector· DVD player· Visualiser· Digital cameras and video cameras

Specialist software

None


None


Award Bearing Programmes to which the module contributes

Title of ABPStatus * of module in ABP

Location of module in ABP

Post Graduate Certificate in Education Secondary orGraduate Diploma in Education Secondary

Compulsory for award Semesters 1 & 2

TOC

Assessment in Professional StudiesBoth modules will be studied and assessment undertaken to demonstrate that you have met the learning outcomes in order to gain credits towards the PGCE.

The essay and the research project (written paper) need to be submitted via Moodle by 12 noon on the dates shown above. You will need to include a front cover/assignment feedback sheet (below) with the correct details.

The assessments form an important part of your academic work. As this programme includes written work at Level M, there has been careful thought and organisation of this to ensure that the assessments are appropriate to learning outcomes and also relate closely to the DFE Teachers’ Standards 2012.

As the PGCE is a very intensive course, particular attention has been given to ensure workload is not unmanageable and that written work is spread out as much as possible. There is, however, only a short time frame where assessed work can be completed, as we cannot assess your understanding and learning when you have not completed the module. Wherever possible, we have organised submission of most work during the period in the spring term and before the consolidation period of your training. We do not want you to have to study for written work during the final few weeks of your training, as we believe that you need to focus on your practical teaching skills and work to demonstrate what we would require of a newly qualified teacher during the latter part of your placement.

Please Note: School Experience Professional Development Portfolio (PDP) – autumn term/SE1 For this module you must also successfully complete the school experience placement and student teacher PDP completed documentation as well as the assignment for this module.


Assessment Guidance for MSDS01UNDERSTANDING LEARNING AND TEACHING AND SCHOOL EXPERIENCE

Assessment for this module includes a 5000 word essay and also the successful completion of the autumn term school experience (SE1) and student teacher profile.

Essay: Critically evaluate your assessment, planning and teaching in School Experience (autumn term) with particular reference to the development and learning of two pupils (5000 words plus appendices)

For this assignment you are expected to consider in depth your work as a teacher during the autumn term, particularly as it impacts on the learning of two chosen pupils. The assignment should be discursive rather than descriptive in nature and should be supported by reference to your reading and appendices of evidence.

The assignment must be underpinned by your understanding of development, learning and teaching theory, and current National policy and curriculum. Close reference should be made throughout to your academic study, your study of the two pupils and your own and other colleagues’ evaluation and analysis of your work.

This assignment links directly to your teaching, planning and assessment evidence bundle as below:

https://eportfolio.yorksj.ac.uk/view/view.php?t=LgazEx1vJGfdkTHB0wr4

You will be expected to:

· make observations and evidence-based judgements about the children’s learning and learning behaviours;

· justify and evaluate the success of your pedagogical decisions (planning, teaching, assessment and learning environment);

· using lesson evaluations, end of week overviews and final summary comments as evidence, consider how your teaching and learning might have been improved; and

· identify and consider the influences on the two target pupil’s learning and development both inside and outside of the school context.

Your assignment should demonstrate that you have met the learning outcomes for the module.

Preparation for the assignmentTo complete this assignment effectively you will have had to gather detailed and objective information about a range of issues/factors during the autumn term. As the assignment should offer a critical debate about how well you supported the learning of the class and in particular the two target pupils;


this will require you to think about, justify and evaluate the decisions you made about such things as curriculum, teaching methods, individual support, classroom environment, assessment strategies and the use of other adults in the classroom. The assignment will evidence your ability to meet the needs of the class in a creative way and move their learning forward across the whole of your school experience.

Appendix 1This will be used to lodge your evidence and other material you wish to reference. It will include such things as:

· Observation notes· Other assessment material· Lesson plans, lesson evaluations and lesson appraisals· Assessment/data including pupil’s annotated work· Photographs (where the necessary permissions could be obtained)

Essential Reading – See reading lists for the MSDS01/MPGC03 module and also reading lists for your subject specific modules as you will focus on assessment, planning and teaching related to your subject area.

PGCE SecondaryMSDS01 Assignment - Additional Guidance

Essay Title:

‘Critically evaluate your assessment, planning and teaching in school experience (autumn term) with particular reference to the development and learning of two pupils’.

Please note that the following guidance is not intended to be prescriptive and is one suggested way of approaching the essay. This is intended to be an additional support to those who need further help.

*******************************

Additional Guidance:

It is suggested that you could approach this assignment in two parts:

Part 1 - discuss in general your knowledge and understanding of how pupils learn (e.g. understanding of different learning theories/approaches). It is preferable to critically engage with two or three different learning theories that you might consider appropriate for your context. This will enable you to look at these in depth, rather than looking at lots of theories superficially. You might also include what you know about the two chosen pupils in your autumn placement and which learning approaches may best support their learning and development. Then consider the implications of this for teaching and learning in general and teaching and learning of the two pupils.

Part 2 - discuss more specifically your assessment, planning and teaching with reference to the two pupils in two or more chosen lessons and relate back to the theories of learning where possible.

Key questions you might consider for each part of the essay:

Part 1:What do I know about the development and learning of pupils in general and the two chosen pupils in


particular?Which learning theories might influence teaching and learning approaches and teaching and learning approaches for these 2 pupils?What kind of teaching approaches and learning experiences are appropriate for pupils in this age group and the two chosen pupils?

Part 2:How can I use this information (from part 1) to demonstrate my effectiveness as a teacher?How will I use this information to inform how I plan, teach and assess in relation to the two pupils I am focussing on? Following the first lesson, how will my assessment of the pupil’s progress impact on how I plan and teach the next lesson? In what way are the learning theories discussed in part one applicable here?What have I learnt about my teaching, the two pupils and myself and how might this help me to improve further?

Part 1 (weighting 60% 3,000 words plus appendices)

Critically analyse your evidence drawn from data collected on school experience and the evidence presented in the literature to demonstrate your knowledge and understanding of how pupils develop and learn in your autumn placement and the implications for teaching and learning.

Part 1 of the assignment should demonstrate that you have met Learning Outcome 1 for the module. Learning Outcome 1 is to ‘critically analyse and synthesise theory and practice relating to children’s/young people’s development and learning’,

Success Criteria

Through this part of the assignment you will be able to:· Critically analyse your evidence and draw some tentative conclusions about children’s thinking

and learning· Demonstrate your understanding of cognitive development as part of the holistic development of

the child. · Consider the nature and quality of first-hand experience in relation to children’s thinking and

learning· Demonstrate your understanding of the influence and impact of context and experience on

children’s thinking and learning.· Demonstrate your understanding of the significance of others within the learning experience· Select and critically analyse appropriate literature and theory to support your discussion.

Key areas you might consider:

Aspects of child/pupil developmentThe influence of context and experience on thinking and learningThe significance of othersBrain development and the implications of recent researchActive Learning/personalised learning

Part 2 (weighting 40% 2,000 words equivalent)

Select two or more lessons that you delivered in the autumn term and provide a critical analysis, justification and evaluation of your assessment, teaching and the learning of the two chosen pupils. It is recommended that you select at least two lessons so that you can demonstrate how your learning and assessment of pupils in the first lesson impacted on your planning, teaching and assessment in the next. This will also enable you to comment more ably on pupil progress within each lesson and across lessons.


There will be four elements to this part of the assignment and it is suggested you write using headings.

1. Considerations and preparations made prior to the lesson(s). For example you might have observed the two chosen pupils to assess how they learn etc. that may inform your planning of the first lesson.

2. The role of yourself as teacher at each stage of the process. (You must include complete lesson plans for which there should be a clearly articulated rationale).

3. Assessment of the two pupils learning and development pertaining to the lessons.4. Self-reflection; personal and teaching, evaluation of your current practice and implications for

your future practice. You should include no more than three targets for your teaching for the spring/summer terms based on your reflections and evaluations.

This part of the assignment should be underpinned by your understanding of learning and teaching theory, drawn from your academic based work and your experience in other schools. You will also draw on your knowledge of current National policy and curricular, for example the national curriculum for your subject area. Hence your reference list is likely to draw on both general texts on learning theory and subject based texts related to teaching, learning and assessment in your specific subject area.

Part 2 of the assignment should demonstrate that you have met Learning Outcomes 2 and 3 for the module. Learning Outcome 2 is to ‘Demonstrate an advanced understanding of the influences which may impact upon effective learning and teaching’. Learning Outcome 3 is to ‘Critically evaluate and reflect on applied knowledge and understanding of pedagogy to plan, assess and evaluate learning and teaching in order to meet the needs of children/young people’.

Success criteria

Through this part of the assignment you will be able to:· Demonstrate your understanding of the assessment, planning and teaching cycle.· Demonstrate your knowledge and understanding of how to plan coherently challenging and

interesting lessons, which takes account the two pupils needs and make appropriate assessments.

· Critically analyse your evidence from the lesson(s) and draw some conclusions about the two learner’s development, thinking and learning (for example, the extent of progress made by your assessment, planning, and teaching).

· Demonstrate your understanding of the influences, which may impact upon effective teaching and learning in your subject area

· Provide an appropriate theoretical underpinning in order to justify your decisions and support your conclusions (for example, consider how the theories of learning have affected your practice)

· Demonstrate your ability to reflect critically and rigorously on your own practice, evaluating your performance and setting personal, challenging targets.

The analysis may consider such things as:

· Possible teaching and learning approaches relevant to your subject area· The classroom context including resources (availability and type)· Requirements of the National Curriculum· Place within the long- and medium-term plans of the department· Learning objectives and activities· Teaching approaches including the use of explanation/questioning· Organisation and management of pupils and resources (including learning materials/management

of TA’s if relevant etc.)· Prior observations of pupils· The learners relevant developmental stages· Differentiation and match· Assessment of the two pupils learning


· Evaluation of the process

Use should be made of:

· Knowledge of two pupils physical, intellectual, linguistic, social, cultural and emotional development· Knowledge of the National Curriculum/subject guidance etc.

Learning Outcome 5 is to ‘Communicate effectively using appropriate academic conventions’ and the following information supports this:

Although this is an essay headings may be used. A short introduction should explain the context. This is an academic assignment submitted at Masters Level and should therefore be fully referenced using Harvard referencing. Please refer to the library website for support with Harvard Referencing. Please check this rigorously.

It is expected at this level that you will draw from a wide range of literature to support your discussion/analysis, which may include:

· Current journals, for example see resource lists· Key theorists· Statutory documents · Core texts

The assignment should be discursive rather than descriptive in nature and should be supported by reference to your reading and appendices of evidence (it is a critical analysis of your practice in relation to learning theories)

Your appendix will be used to lodge your evidence and other material you wish to reference. It must include completed lesson plans.

It might also include:

· Observation notes· Recorded observations and assessments· Photographs (permission must be sought)· Examples of pupils work· Appraisals/feedback from mentors · Evidence of analysis of data

Please note that your work must be anonymised. For example you might refer to Pupil A and Pupil B rather than use their actual names. Avoid use of staff/school names.

Submission: 21st January 2019 by noon

The assignment must be submitted electronically via Moodle.


Marking CriteriaThe grid below the mark/feedback sheet below indicates the general university criteria you will need to meet for this essay. Opportunities for discussion will be provided at relevant points during the module.

PROGRAMME: PGCE Secondary STUDENT ID:

MODULE CODE / TITLE:

MSDS01 MODULE TUTOR:

ASSIGNMENT NO:

ASSIGNMENT TASK:

Critically evaluate your assessment, planning and teaching in School Experience (autumn term) with particular reference to the development and learning of two pupils

Assessed Learning Outcomes:1. Critically analyse and synthesise theory and practice relating to children’s/young people’s

development and learning.2. Demonstrate an advanced understanding of the influences which may impact upon effective

learning and teaching.3. Critically evaluate and reflect on acquired knowledge and understanding of pedagogy to plan,

assess and evaluate learning and teaching in order to meet the needs of children/young people5. Communicate effectively using appropriate academic conventions.

Any mark recorded here is provisional. It is subject to a process of moderation before consideration by the External Examiner prior to the Subject Assessment Panel (SAP). Only when the marks recommended by the SAP are accepted by the University Exam Board is the mark final.

PROVISIONAL MARK:

MARKER’S SUMMARY FEEDBACK

First Marker’s summary, including reference to the assessed module learning outcomes:Comments may be

i) brief, and accompanied by in-text commentary, or

ii) more detailed, with limited in-text comments.

The generic assessment criteria for written work are detailed on the next page. These descriptors indicate the quality of academic skills demonstrated in marked work and should be read in conjunction with the summary and in-text feedback.


PRIORITY ASPECTS TO CONCENTRATE ON

First Marked by Date

SECOND MARKER / MODERATOR FEEDBACK(IF APPLICABLE)

Second marked/ Moderated by

Date


TOC

Generic Assessment Descriptors (Post Graduate)AssessedComponents

Distinction Merit Pass F (fail) F 0 NS(100-85) (84 - 70) (69 - 60) (59 - 50) (49-20) (19-1) F (0) 0NS

Kno

wle

dge,

Und

erst

andi

ng &

Enq

uiry

Knowledge & Understanding

Wor

k su

bmitt

ed is

con

side

red

to b

e ou

tsta

ndin

g in

the

asse

ssed

com

pone

nts

Excellent understanding of a wide range of ideas

Very good understanding of a range of ideas

Good understanding of relevant ideas

Subject knowledge is poorly demonstrated

Ass

esse

d co

mpo

nent

s c

onsi

dere

d to

be

of a

ver

y po

or s

tand

ard

Wor

k su

bmitt

ed is

judg

ed to

be

of n

o va

lue

(in re

latio

n to

the

asse

ssed

com

pone

nts)

Non

- S

ubm

issi

on

Analysis & Evaluation

Excellent ability to analyse, evaluate, compare and construct values

Accurate analysis and very good evaluation

Good analysis and sound evaluation Weak analysis and

evaluation

Critical Thinking Excellent thinking, logical and creative with insightful outcomes

Very good synthesis of ideas that are articulated clearly

Good synthesis of ideas with mostly consistent logic

Inconsistent logic and synthesis

Research & Enquiry

Rigorous and sustained enquiry with excellent outcomes

Accurate and consistent enquiry using appropriate methods

Consistent approach drawing on a range of sources

Little evidence of research or understanding of appropriate approaches

Creativity Original or innovative work of an excellent standard

Shows imagination and originality

Good imagination with some originality

Derivative work that offers little in the way of new ideas

Ski

lls a

nd V

alue

s

Presentation & Referencing

Technically excellent, accurate referencing and presentation

Accurate and consistent referencing and presentation

Good referencing and consistent approach to conventions

Poor referencing and little understanding of conventions

Communication Excellent ability to communicate ideas clearly and appropriately

Very good ability to communicate ideas clearly

Most Ideas communicated effectively

Ideas are not communicated effectively

Practical skills Excellent demonstration of skills Very good demonstration of skills

Good demonstration of skills Skills not relevant or require significant development

Independent work& team work

Excellent ability to work effectively within a team environment. Excellent management of own time and skills

Very good ability to work effectively within the team environment. Very good at managing own time and skills

Good team work and management of own time and skills

Contribution to team work may be very limited. Inability to organize own time and skills effectively

Professional values

Excellent understanding of values and approach to professionalism

Very good and consistent approach to professional values

Good approach to professional values

Appropriate values are not demonstrated consistently


Assessment Guidance MSDS02THE EMERGING PROFESSIONAL AND SCHOOL EXPERIENCE

Assessment for this module is as follows:1. A research project that is split into 2 parts as follows:

· 2500 word paper – literature review and methodology· Oral presentation

2. Successful completion of the spring (SE2) & summer (SE3) terms school experience and student teacher PDP.

Research project

This will be an assignment based in the setting of your first school placement in the autumn term and students will collect all data during this time. Also in the autumn term much of the background work, for example, reading for the literature review and methodology will be completed. You will liaise with your mentor in your school placement as soon as possible to ask them to identify aspects that they would be happy for you to consider when deciding on the focus of your project. Suitable aspects will be discussed during teaching sessions. Once you have decided upon one focus for your project, you will then spend time reviewing appropriate literature around this and planning for data collection.

Guidance on research skills and processes will be an integral part of the module guidance and you will be given to support your thinking and development.

You will need to consider how you will gather the data needed for your project in the space of time available to you. You will have to organise a timetable for your time during these days, and you will need to share this with your school mentor.

During this autumn placement you will be expected to start writing up your findings. The literature review and methodology sections are handed in prior to the presentation, to support completion of the research project in stages and to support management of workload. You can expect further support from a research tutor.

Structure of the projectThe research project is divided into 2 parts. The written submission is 2500 words excluding references and is based on the literature review and methodology for your research. References are included (but do not contribute to the word count) and these should include a range of books, journals, articles, websites, materials or sources which you refer to directly in the text. The results, findings, analysis and conclusions will be communicated in a conference-style presentation where you will have fifteen minutes to articulate your findings to peers and tutors. As part of the presentation, you will also provide a written hand-out (no more than one page) which will demonstrate the conceptual frameworks that have influenced your work.

The paper must be submitted electronically through Moodle.The presentation will be in person on the assessment day identified.

Further guidance will be available to you at key points during the year and tutors will provide you with this during sessions. There is also information on ethical consent that you will be expected to adhere to and this will be given to you within a teaching session or in liaison with your research tutor.

Essential Reading – See reading lists for the MSDS02/MPGC06 module Submission: Written work 4th March 2019, Presentation 27th March 2019

Marking Criteria and feedback sheets for the Research Project are below:


PGCE Research Project: Assessment Feedback for Written Literature Review and Methodology(Modules: MPGC04, MPGC06, MSDS02, MSDP03)

Title: Student Number:

Learning Outcom

es

80-100 70-79 60-69 50-59 49-40Level 3 only

39 or belowFail

KnowledgeandUnderstanding

2, 3, 5

A highly perceptive and insightful research question, informed by an exemplary range of source material. An outstanding, analytical and in depth consideration of the context, including policy and practice.

A perceptive and insightful research question, informed by a very good range of source material. A highly analytical and in depth consideration of the context, including policy and practice.

A very well-thought out research question, informed by a good range of source material. A good, analytical and in depth consideration of the context, including policy and practice.

A well-thought out research question, informed by a range of source material. A sound consideration of the context, including policy and practice.

An acceptable research question, informed by some source material. Some consideration of the context, including policy and practice.

A flawed research question, insufficiently supported by partial and sometimes irrelevant source material. Insufficient reference to context.

ResearchMethodology 1, 3

Outstanding critical understanding of the principles of practitioner research, key approaches and methods of enquiry. An exceptional ability to justify the research, recognising potential and limitations.

Very good critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A very good ability to justify the research, recognising potential and limitations.

Highly critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A good ability to justify the research, recognising potential and limitations.

Some critical understanding of the principles of practitioner research, key approaches and methods of enquiry. A sound ability to justify the research, with some recognition of potential and limitations.

Limited understanding of the principles of practitioner research, key approaches and methods of enquiry with limited criticality. Limited ability to justify the research or recognise potential and limitations.

Little or no understanding of the principles of practitioner research, key approaches and methods of enquiry. Inability to justify the research or recognise potential and limitations.

ArgumentandPresentation

1, 2, 3, 5

Excellent argument that is of the highest academic quality. Highly relevant sources integrated into the discussion and impeccably referenced throughout.Virtually no errors in grammar/spelling/ syntax.

Clear, well-structured argument that is well crafted and cogent. Highly relevant sources are well integrated into the discussion, and are clearly and accurately referenced throughout.Virtually no errors in grammar/spelling/ syntax.

Clear, cogent and well- structured argument. Relevant sources are clearly integrated into the discussion, and are clearly and accurately referenced.Good grammar/spelling/ syntax, with few errors.

Mostly clear, cogent and well-structured argument. Relevant sources are integrated into the discussion, and are generally clearly and accurately referenced.Good grammar/syntax/ spelling with some errors.

Some/minimal structure and argument present. Sources only occasionally integrated into the discussion and references are limited.Many errors in grammar/ syntax/spelling although still readable.

Minimal structure and argument present and referencing is poor.Many errors in grammar/spelling/ syntax making it difficult or impossible to read.

Overall comments (including strengths):

Main target(s) for development:

First marker: Date: Agreed Grade:


Second marker comments:

Second marker: Date:


PGCE Research Project: Assessment Feedback for Oral Presentation(Modules: MPGC04/MPGC06/MSDS02/MSDP03)

Student name:

Date and time:

Research Title:

Presentation of… 80-100 70-79 60-69 50-59 40-49 39 or less

Knowledge and understanding· Summary of source material· Reflection on context, policy and practice· Justification for the research

Research methodology· Summary of understanding of key approaches and

methods of enquiryAnalysis and reflection· Criticality of data· Analysis of theory and practice· Synthesis of concepts and ideas to own practice· Reflection upon anticipated outcomes· Recognition of validity of the data & outcomesArgument· Clear, well-structured and cogent

Presentation· Communication of ideas· Appropriate format(s)· No errors in grammar and syntax· Command of professional language· References to published material

Strengths:

Suggestions for improvement:

Agreed Mark

Tutor signature and name: Moderator signature and name:


Research Project: Assessment Criteria for Oral Presentation

(Modules: MPGC04/MPGC06/MSDS02/MSDP03)

Learning

Outcomes80-100 70-79 60-69 50-59

Fail at M Level

Pass at Level 3

49-40

Fail

39 or below

Research

Methodology

1

3

An exceptional ability to justify the research, recognising potential and limitations.

A very good ability to justify the research, recognising potential and limitations.

A good ability to justify the research, recognising potential and limitations.

A sound ability to justify the research, with some recognition of potential and limitations.

Limited ability to justify the research or recognise potential and limitations.

Inability to justify the research or recognise potential and limitations.

Analysis

and

Reflection

1

2

3

5

Demonstrates an outstanding level of criticality in the handling of data, and analysis of theory and practice. Evidence of mature and sophisticated synthesis of concepts and theory to own professional practice, including exceptional reflection on unanticipated outcomes.

Demonstrates a very good level of criticality in the handling of data, analysis of theory and practice. Evidence of insightful ability to apply concepts and theory to own professional practice, including very good reflection on unanticipated outcomes.

Demonstrates a good level of criticality in the handling of data, analysis of theory and practice. Evidence of a good ability to apply concepts and theory to own professional practice, including good reflection on outcomes.

Demonstrates a sound level of criticality in the handling of data, analysis of theory and practice. Evidence of the ability to apply some concepts and theory to own professional practice, including considered reflection on outcomes.

Demonstrates limited criticality in the analysis of theory and practice, with a tendency to be descriptive. There is some evidence of linking theoretical ideas to own professional practice.

Demonstrates little or no evidence of analysis of theory and practice, or to own professional practice, with little reflection on outcomes. Excessively descriptive treatment.

Argument 1

2

3

5

Excellent argument that is of the highest academic quality.

Clear, well-structured argument that is well crafted and cogent.

Clear, cogent and well- structured argument.

Mostly clear, cogent and well-structured argument.

Generally well structured and clear argument.

Minimal structure and argument unclear.

Presentation

Ideas are communicated in an accomplished and fluent manner through a variety of formats where applicable.No errors in grammar and syntax. A rich and succinct command of professional language. Published material accurately referenced and acknowledged.

Ideas are communicated effectively using a variety of formats where applicable. Virtually no errors in grammar and syntax. A clearly articulated command of professional language.Published material accurately referenced.

Ideas are communicated clearly using a variety of formats. Some lapses in use of professional language and Standard English. Published material referenced accurately with minor lapses.

Ideas lack clarity and format is limited. Limited choice of vocabulary and lack of awareness of professional communication. Published material references with some lapses.

Ideas are unclear and inappropriate format employed. Vocabulary does not reflect professional expectations. Published material inaccurately referenced.


School Experience Professional Development Portfolio – spring/summer term (SE2 & SE3) For this module (MPGC06/MSDS02) you must also successfully complete the school experience placement and PDP with completed documentation.

You will be expected to submit the essay and research project to be marked at Level M. To pass at M level you will need to gain a mark of 50 or above. Should you not meet this mark, you will have the option of resubmitting your work to be marked again at Level M, or you may choose to have it marked at Level 3, provided you achieved a mark between 40 and 49 on the first attempt.

There are penalties for writing too much. According to University policy 10% over is tolerated and to be flagged by tutors in feedback and between 10% - 25% over there will be a deduction of 5% marks, between 25% - 50%, 15% marks and in excess of 50% the work is only eligible for the capped re-sit mark which is 50% for M level work and 40% for level 3.

TOC


PGCE Secondary

Professional Studies Modules – Reading listsProfessional Studies Module One:

Module Title Professional Module 1 - Understanding Learning and Teaching and School Experience (secondary) Module Code 3SDS01/MSDS01 or3PGC03/MPGC03

ESSENTIAL PROVISION

AUTHOR YEAR E-Book if available

TITLE PLACE:PUBLISHER

Brooks, V., Abbott, I. & Bills, L.

2012 Yes Preparing to Teach in Secondary Schools - 3rd ed Maidenhead: Open University Press

Capel, S., Leask, M. & Turner, T.

2016 Yes Learning to Teach in the Secondary School – 7th ed London: Routledge

Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools – 5th ed Exeter: Learning Matters Ltd

Kyriacou, C. 2014 Yes Essential Teaching Skills – 4th ed OUP Oxford

Pollard, A. 2008 Yes Reflective Teaching: Evidence-Informed Professional Practice. 3rd ed London: Continuum

British Educational Research Journal Routledge (Taylor & Francis Group)

British Journal of Educational StudiesRoutledge (Taylor & Francis Group)

Journal of Education for Teaching Routledge (Taylor & Francis Group)



ADDITIONAL RECOMMENDED PROVISION

AUTHOR YEAR E-book if available


Allen, V. 2014 Understanding and Supporting Behaviour through Emotional Intelligence: A critical guide for secondary teachers

Northwich: Critical Publishing

Bailey, R. 2000 No Teaching Values and Citizenship Across the Curriculum London: Routledge

Barber, D; Cooper, L & Meeson, G.

2007 No Learning and Teaching with Interactive Whiteboards Exeter: Learning Matters Ltd

Barnes, L.P; Wright, A. & Brandom, A.

2008 Yes Learning to Teach RE in the Secondary School: A Companion to School Experience

London: Routledge

Barker, B 2005 No Transforming Schools – Illusion or Reality Stoke on Trent: Trentham Books

Beck, J. & Earl, M. 2011 Yes Key Issues in Secondary Education. 2nd Ed. London: Continuum International

Bell, B. 2011 Yes Theorising Teaching in Secondary Classrooms London: Routledge

Black, P; Harrison, C; Lee, C; Marshall, B; Wiliam, D.

2003 Yes Assessment for Learning: Putting it into Practice Berkshire: Open University Press

Black, P; Harrison, C. 2014 No Working inside the black box: assessment for learning in the classroom

Learning Sciences

Bolton, G. 2014 Reflective Practice: Writing and Professional Development, 4th ed.

London: SAGE

Boyd, P; Hymer, B; Lockney, K.

2015 Learning Teaching: Becoming an Inspirational Teacher Northwich: Critical Publishing Ltd

Brighouse, H; Howe, K. & Tooley, J.

2010 No Educational Equality London: Continuum

Chaplain, R. 2017 TBC Teaching without Disruption in the Secondary School: A London: Routledge


Practical Approach to Managing Pupil Behaviour

Cheminais, R. 2006 Yes Every Child Matters: A Practical Guide for Teachers Oxford: David Fulton Publishers

Clarke, S. 2001 No Unlocking Formative Assessment London: Hodder and Stoughton

Cohen, L; Manion, L; & Morrison, K.

2010 Yes A Guide to Teaching Practice London: Routledge

Cole, M. 2011 Yes Education, Equality and Human Rights: Issues of gender, 'race', sexuality, disability and social class, 3rd ed.

London: Routledge

Curtis, W. & Pettigrew, A.

2010 No Education Studies – Reflective Reader Exeter: Learning Matters Ltd

Davies, A. & Norman, M (eds)

2016 Getting into Secondary Teaching Northwich: Critical Publishing Ltd

Davies, S. 2010 Yes The Essential Guide to Secondary Teaching Harlow: Pearson Education

Day, C. 2004 No Passion for Teaching London: Routledge

Denby, N; Butroyd, R; Swift, H; Price, J; Glazzard J

2008 Yes Master’s Level Study in Education: A guide to success for PGCE Students

London: OUP

Dillon, J & Maguire, M. (eds)

2011 Yes Becoming a Teacher: Issues in Secondary Education Berkshire: Open University Press

Dong, Yu Ren. 2004 No Teaching language and content to linguistically and culturally diverse students : principles, ideas, and materials

USA: Information Age

Eyre, D. and Lowe, H. (eds)

2016 Curriculum Provision for the Gifted and Talented in the Secondary School

London: David Fulton

Fautley, M. and Savage, J.

2010 No Secondary Education – Reflective Reader Exeter: Learning Matters Ltd


Fautley, M. and Savage, J.

2007 No Creativity in Secondary Education Exeter: Learning Matters Ltd

Fisher, E.S and Kennedy, K.S.

2012 Responsive School Practices to Support Lesbian, Gay, Bisexual, Transgender, and Questioning Students and Families

East Sussex: Routledge

Gershon, M. 2013 How to teach EAL Students in the Classroom – The Complete Guide

CreateSpace Independent Publishing Platform

Ghaye, T. 2010 Yes Teaching and Learning through reflective practice Oxon: Routledge

Graf, M. 2011 No Including and Supporting Learners of English as an Additional Language

London: Continuum

Gravelle, M. 2000 No Planning for Bilingual Learners: An Inclusive Curriculum Stoke on Trent: Trentham Books

Guy, P. 2016 Keeping Minds Happy and Healthy London: Routledge

Harding, J. and Meldon-Smith, L.

2001 No How to Make Observations and Assessments. 2nd. ed. London: Hodder & Stoughton

Hargreaves, A. 2003 No Teaching in the Knowledge Society New York: Teachers College Press

Harris, M. 2016 How to Develop the Habits of Outstanding Teaching: A practical guide for secondary teachers

Oxon: Routledge

Haslam, L; Wilkin, Y and Kellet, E.

2015 TBC English as an Additional Language – Meeting the challenge in the classroom


Hattie, J. 2011 Yes Visible Learning for Teachers: Maximizing impact on Learning

London: Routledge

Hayes, R. and Whittaker, P.

2015 Understanding and Supporting Pupils with Moderate Learning Difficulties in the Secondary School

London: Routledge

Holt, M.K. and Grills, A.E.(eds)

2015 Critical Issues in School-based Mental Health Oxon: Routledge

Hoult, S. 2005 No Reflective Reader: Secondary Professional Studies Exeter: Learning Matters Ltd


Jackson, C 2006 Yes Lads and Ladettes in School: Gender and a Fear of Failing

Berkshire: OUP

Kane, J. 2010 Yes Social Class, Gender and Exclusion from School London: Routledge

Knowles, G. 2017 Supporting Inclusive Practice and Ensuring Opportunity is Equal for All

Oxon: Routledge

McKenzie, J. 2001 Yes Changing education: a sociology of education since 1944 Harlow: Pearson Education

Meggitt, C. 2007 No Child Development An Illustrated Guide (with DVD) Oxford: Heinemann

Miles, S. 2010 Yes Responding to Diversity in Schools London: Routledge

Mitchell, D. 2016 Diversities in Education Oxon: Routledge

Mortimer, T. & Dupree, J.

2008 Yes Dyslexia-friendly Practice in the Secondary Classroom Exeter: Learning Matters Ltd

Parker-Jenkins, M; Hewitt, D; Brownhill, S; & Sanders, T.

2007 Yes Aiming High: Raising Attainment of Pupils from Culturally Diverse Backgrounds

London: Paul Chapman Educational Publishing

Peer, L. and Reid, G. 2016 Introduction to Dyslexia (Inclusion in the Secondary School)


Pilkington, A. 2002 No Racial Disadvantage and Ethnic Diversity in Britain New York: Palgrave Macmillan

Porter, L. 2014 No Behaviour in Schools: Theory and Practice for Teachers Berkshire: Open University Press

Rogers, B. 2015 Yes Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support

London: SAGE

Rogers, B. 2006 Yes Cracking the Hard Class London: SAGE

Rogers, B. 2009 Yes How to Manage Children’s Challenging Behaviour London: SAGE

Savage, J. 2011 Yes Cross-Curricular Teaching and Learning in the Secondary School

London: Routledge


Sharp, J, Ward, S, Hankin, L, Curtis, W.

2013 Yes Education Studies: An issue based approach Exeter: Learning Matters Ltd

Shilvock, K and Pope, M.

2008 Yes Successful Teaching Placements in Secondary Schools Exeter: Learning Matters Ltd

Sousa, D.A. 2011 Yes How the Brain Learns California: Corwin Press

Smith, P; Cowie, H. & Blades, M.

2011 No Understanding Children's Development, 5th ed. Chichester: John Wiley & Sons

Stern, J. 2006 No Teaching Religious Education London: Continuum

Tomsett, J. 2016 This much I know about Mind Over Matter: Improving mental health in our schools

Crown Publishing

Thomson, M. 2006 Supporting gifted and talented pupils in the secondary school

London: Sage

Walters, S. 2011 Ethnicity, Race and Education London: Continuum

Watson, B. & Thompson, P.

2006 Yes The Effective Teaching of Religious Education Harlow: Pearson Education

Whitehead, M. 2007 Yes Developing Language and Literacy with Young Children 3rd ed.

London: Sage

Wilson, E. 2012 Yes School Based Research: A Guide for Education Students 2nd ed.

London: Sage


Professional Studies Module Two:

Module Title Professional Module 2 - The Emerging Professional and School Experience (secondary)

Module Code 3SDS02/MSDS02 or3PGC06/MPGC06

ESSENTIAL PROVISION

AUTHOR YEAR E-Book if available


Denby, N., Butroyd, R; Swift, H., Price, J & Glazzard J.

2008 Yes Master’s Level Study in Education: A guide to success for PGCE Students

Maidenhead: Open University Press

Ghaye, T. 2011 Yes Teaching and Learning through reflective practice London: Routledge

Moon, J. 2008 Yes Critical thinking: an exploration of theory and practice. 2nd ed.

London: Routledge

Sharp, J. 2012 Yes Success with your Education Research Project2nd ed.

Exeter: Learning Matters Ltd

Wilson, E. 2012 Yes School-based Research: a guide for education students. 2nd ed.

London: SAGE

British Education Research Journal Routledge

Research in Education Manchester University Press

Research Papers in Education Taylor Francis group


ADDITIONAL RECOMMENDED PROVISION

AUTHOR YEAR E-book if available


Bell, J. 2005 Yes Doing your research project: a guide for first time researchers in education and social science Milton Keynes: OUP

Burton, D. & Bartlett, S

2005 No Practitioner Research for Teachers London: Paul Chapman

Brooks, V; Abbott, I; Huddleston, P. (Eds)

2012 Yes Preparing to Teach in Secondary Schools. 3rd ed. Buckingham: OUP

Campbell, A; McNamara, O. & Gilroy, P.

2004 Yes Practitioner Research and Professional Development in Education

London: Sage

Capel, S; Leask, M; Turner, T.

2016 Yes Learning to Teach in the Secondary School. 7th ed. London: Routledge

Clough, P. & Nutbrown, C

2012 Yes A Student’s Guide to Methodology London: SAGE

Cohen, L; Manion, L; & Morrison, K.

2011 No Research Methods in Education, 7th ed.(8th edition due out 20.10.17)

London: Routledge

Cole, M. 2005 No Professional Values and Practice: Meeting the Standards

London: Fulton

Costello, P.J.M. 2003 No Action Research London: Continuum

Covey, S.* 2004 The 7 Habits of Highly Effective People London: Simon & Shuster UK Ltd

Curtis, W. & Pettigrew, A.

2010 No Education Studies – Reflective Reader Exeter: Learning Matters Ltd

Davies, S. 2010 Yes The Essential Guide to Secondary Teaching Harlow: Pearson Education


Denscombe, M. 2017 Yes The Good Research Guide; for small-scale social research projects. 6th ed.

Berkshire: OUP

Dillon, J. & Maguire, M. (eds)

2011 Yes Becoming a Teacher: Issues in Secondary Education Berkshire: Open University Press

Ellis, V. 2013 Yes Learning and Teaching in Secondary Schools (4th ed) Exeter: Learning Matters Ltd

Fautley, M. & Savage, J.

2010 No Secondary Education – Reflective Reader Exeter: Learning Matters Ltd

Goouch, K. 2011 Yes Teaching early reading and phonics : creative approaches to early literacy

London: SAGE

Hopkins, D. 2014 Yes A Teacher’s Guide to Classroom Research, 4th ed. Buckingham: OUP

Koshy, V. 2005 No Action Research for improving Practice: A Practical Guide.

London: Paul Chapman

Kyriacou, C. 2014 No Essential Teaching Skills. 4th ed. Berkshire: OUP

Mason, J. 2002 Yes Qualitative Researching London: SAGE

Matheson, D. 2014 Yes An Introduction to the study of Education London: Fulton

McNamara, O. (ed.) 2001 Yes Becoming an Evidence-Based Practitioner. A Framework for Teacher-Researchers

London: Routledge Falmer

McNiff, J. & Whitehead, J.

2016 Yes You and Your Action Research Project. 4th ed London: Routledge Falmer

Mercier, C., Philpott, C. & Scott, H.

2013 Professional Issues in Secondary Teaching London: SAGE

Morin, A.* 2015 13 Things Mentally Strong People Don’t Do London: Harper Thorsons

Opie, C. (Ed) 2004 No Doing Educational Research. A Guide to First Time Researchers

London: SAGE

Osler, A. & Starkey, H.

2005 No Changing Citizenship: Democracy and Inclusion in Education

Berkshire: OUP


Peters, S.* 2012 The Chimp Paradox: The Mind Management Programme

Croydon: Random House Group

Pollard, A; Black-Hawkins; Cliff Hodges, G.

2014 Yes Reflective Teaching: (Evidence informed professional practice) 4th revised ed,

London: Bloomsbury

Porter, L. 2014 No Behaviour in Schools: Theory and Practice for Teachers

Berkshire: OUP

Poulson, L. & Wallace, M. (ed.)

2003 Yes Learning to read critically in Teaching and Learning London: SAGE

Radnor, H. 2002 No Researching Your Professional Practice. Buckingham: OUP

Sachs, J. 2003 No The Activist Teaching Profession Berkshire: OUP

Savage, J. 2010 Yes Cross-Curricular Teaching and Learning in the Secondary School

London: Routledge

Shilvock, K. & Pope, M.

2008 Yes Successful Teaching Placements in Secondary Schools Exeter: Learning Matters Ltd

Silverman, D. 2010 Yes Doing Qualitative Research: A Practical Handbook London: SAGE

Smith, P; Cowie, H. & Blades, M.

2011 Yes Understanding Children's Development, 5th ed Chichester: John Wiley & Sons

University of Bristol 2016 No Handbook for Educational Professionals: The Bristol Guide

University of Bristol Graduate School of Education

Wallace, M & Poulson, L (Ed)

2003 Yes Learning to read critically in Educational Leadership & Management

London: SAGE

Wearmouth, J; Glynn, T; Richmond, R. & Berryman, M.

2004 Yes Inclusion and Behaviour Management in Schools London: Fulton

Wearmouth, J; Richmond, R; Glynn, T. & Berryman, M.

2004 Yes Understanding Pupil Behaviour in Schools London: Fulton


Wellington, J. 2015 Yes Educational Research; Contemporary issues and Practical approaches

London: Bloomsbury

Whittaker, D.J. 2005 Yes Asylum Seekers and Refugees in the Contemporary World

London: Routledge

Wyse, D. 2012 Yes The Good Writing Guide for Education Students. 3rd ed London: SAGE


*Related to well-being and developing resilience

Periodicals/Journals

· British Journal of Educational Studies

· British Educational Research Journal

· Journal of Education for Teaching

· British Journal of Developmental Psychology

· British Journal of Psychology

· British Journal of Special Educational Needs

· Child Development

· Education 3-13

· Educational Studies

· Journal of Child Psychology and Psychiatry

· Teachers and Teaching: Theory and Practice

· The Curriculum Journal

· Support for Learning

· Times Educational Supplement

Useful websites

Curriculum: http://www.education.gov.uk/schools/teachingandlearning/curriculum

Behaviour: http://www.behaviour2learn.co.uk/

PSHE Association https://www.pshe-association.org.uk/

National Association for Pastoral Care in Educationhttp://www.napce.org.uk/

National Association of Special Educational Needs: http://www.nasen.org.uk/

National Association for Gifted Children: http://www.nagc.org/

EAL http://www.naldic.org.uk/

Department for Education http://www.education.gov.uk/


http://www.education.gov.uk/

http://www.naldic.org.uk/

http://www.nagc.org/

http://www.nasen.org.uk/

http://www.napce.org.uk/

https://www.pshe-association.org.uk/

http://www.behaviour2learn.co.uk/

http://www.education.gov.uk/schools/teachingandlearning/curriculum

Equality and Human Rights Commission: http://equalityhumanrights.com

Ofsted: http://ofsted.gov.uk

SchoolsNet: http://www.educate.org.uk/

Teacher Training Resource Bank: http://www.ttrb.ac.uk/ Now available at: http://webarchive.nationalarchives.gov.uk/20101021152907/http://www.ttrb.ac.uk/

National College for Teaching and Leadership: http://www.education.gov.uk/get-into-teaching

Teaching Resources: http://www.teachernet.co.uk

Teachers TV: http://www.teachers.tv (whilst Teachers TV has now been closed this link will lead you to archived resources)

The Times Educational Supplement: http://www.tes.co.uk/

It is recommended that you look at the following reports, downloadable from:https://www.gov.uk/government/publications?departments%5B%5D=ofsted

Achievement of Black Caribbean Pupils: Good Practice in Secondary Schools (2002)Educational Inequality: Mapping Race, Class and Gender (2000)Improving Attendance and Behaviour in Secondary Schools (2001) Improving City Schools (2000)Raising the Achievement of Bilingual Pupils (2000)

Remember to keep up to date on wider professional issues by regularly looking at the education pages on for example the BBC website and also to follow us on Twitter @YSJSecondary

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3. Subject Studies


https://www.gov.uk/government/publications?departments%255B%255D=ofsted

http://www.tes.co.uk/

http://www.teachers.tv/

http://www.teachernet.co.uk/

http://www.education.gov.uk/get-into-teaching

http://www.education.gov.uk/get-into-teaching

http://webarchive.nationalarchives.gov.uk/20101021152907/http:/www.ttrb.ac.uk/

http://www.ttrb.ac.uk/

http://www.educate.org.uk/

http://ofsted.gov.uk/

http://equalityhumanrights.com/

Module description – Introduction to Subject Specialism

Module description – Teaching Strategies

School Direct secondary PGCE Music assessment information

School Direct secondary PGCE Music reading and resources

Reading list


Module description – Introduction to Subject Specialism

Title Introduction to subject specialism: Music (secondary)

Code 3SDS21 Faculty Education and Theology Cost Centre 3402

Level FHEQ 6YSJU 3 Credits 30 Total Learning

Hours 300



Type of Learning Activity comprises hours weeks

Timetabled Contact:

tutor led sessions, student teacher led sessions, seminars, tutorials, audio visual material, interactive group work, structured reading, field work, visiting speakers, subject audit and target setting.

20 19

Supported Open Learning:

directed reading and research, directed e-learning activities, school based tasks, individual and group research activities. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in music as pupils enter secondary school.

120 40

Independent Study:

Reading and research, including preparatory reading and reading to consolidate sessions. Directed research tasks including use of the learning centre, e-learning and use of the university VLE.

160 40

Total: 300

of which Work-related Learning: 280

Rationale and Aims


The module introduces student teachers to a theoretical framework for learning, teaching and assessment of Music. Student teachers will be required to organise and undertake a placement in a primary school setting in order to increase their awareness of the issue of progression in music as pupils enter secondary school. The module will also consider historical developments in the subject area and raise awareness of the significance of both statutory requirements and non-statutory documentation for the contemporary subject. Different approaches to subject pedagogy will be introduced and evaluated. Students will also reflect on ways in which Music can contribute to the spiritual, moral, social and cultural development of pupils. Finally, the module provides opportunities to consider the significance of learning outside the classroom.

The module provides student teachers with opportunities to:

• undertake an audit of their personal subject knowledge and identify personal targets as a result of audit;

• organise and undertake a placement within a primary school setting;• reflect on views of music as a curriculum subject;• select, and present appropriately, evidence of their knowledge and understanding of subject

pedagogy;• reflect on the position of music and literacy in the curriculum;• consider the breadth of content in the curriculum• demonstrate a rationale for the contemporary subject of music within the context of the statutory

requirements• be introduced to lesson planning and assessment in music;• understand the value of enrichment and extra-curricular activities in music;• consider the use of technology in the teaching of Mmusic.

This module reflects the current standards for teachers.

Learning OutcomesUpon successful completion of the module students will be able to:

1. demonstrate a critical awareness of issues surrounding music and contemporary music teaching;2. identify and evaluate the role of music across and beyond the curriculum;3. identify and demonstrate critical and analytical engagement with pedagogical approaches to teaching

the subject;4. communicate effectively using appropriate academic conventions.

Assessment

# description weighting learning outcomes

1 Evidence based presentation 100% 1, 2, 3 & 4


Indicative Content


· Audit subject knowledge and set subject knowledge targets.· Continuity, progression and transition between key stages with implications for teaching and learning

in the subject.· The history and contemporary framework for teaching music (including musical futures).· Statutory and non-statutory documentation in the subject area and the implications for planning for

assessment in music.· Recent and relevant research in music teaching.· Consider the question of what constitutes music as a curriculum (KS3 & 4) and extra-curricular

subject.· Introduce subject pedagogy and evaluate teaching and learning pedagogies in music.· The spiritual, moral, social and cultural dimensions of music.· Develop an understanding of learning outside the school environment – settings other than schools,

Arts Education, peripatetic teachers, extra-curricular opportunities, local and national youth choirs/ and bands etc.

· Consider the use of new technologies in teaching music

School experienceAs part of the introduction phase, student teachers organise and complete a short school experience in a primary school setting. The focus of the placement is related to issues of progression and transition in Music and also on literacy, including phonics.

Library ResourcesIndicative essential book provision (5 examples):

Ashley, M. (2015) Singing in the Lower Secondary School. Oxford University Press.

Evans, J. & Phillpott, C. (2009) A Practical guide to teaching Music (Routledge teaching guides). London, Routledge.

Mills, J (2005) Music in the School. Oxford, Oxford University Press

Philpott, C. & Spruce, G. (2007) Learning to teach Music in a Secondary School (Second Edition - 3rd Edition pending). London, Routledge.

Price, J. & Savage, J. (2011) Teaching Secondary Music. London, Sage.

Indicative journals / periodicals (3 examples from current subscriptions):

British Journal of Music EducationMusic Teacher MagazineSing Up - YSJ subscribes

Audio-visual / non-printed material:

Student teachers will be expected to access non-printed resources from areas such as:TES music resources, theorynet.com, National curriculum website.


• Interactive white board• Networked PC and data projector


• DVD player• Visualiser• Digital cameras and video cameras

Specialist software

N/A


None

Title(s) of award bearing programmes to which the module contributes


Compulsory for award.Semesters 1 & 2.

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Module Description - Teaching StrategiesTitle Teaching Strategies: planning for learning, teaching and assessment in Music (secondary)

Code 3SDS25 Faculty Education and Theology Cost Centre 3402

Level FHEQ 6YSJU 3 Credits 30 Total Learning

Hours 300



Type of Learning Activity comprises hours weeks

Timetabled Contact:

tutor-led sessions, student teacher-led sessions, workshops, seminars, tutorials, audio visual material, group work, group presentations, peer review, structured reading and visiting speakers.

20 19

Supported Open Learning:directed reading and research, directed e-learning activities, school-based tasks, individual and group research activities.

120 40

Independent Study:

reading and research, including preparatory reading and reading to consolidate sessions. Directed research tasks including use of the learning centre, e-learning and use of the university VLE.

160 40

Total: 300

of which Work-related Learning: 280


Rationale and Aims

The module provides student teachers with an opportunity to enhance personal subject and curriculum knowledge and relate this to the classroom. The module provides practical opportunities to build on the theoretical framework for learning, teaching and assessment of music that student teachers have been introduced to in the Introduction to Subject Studies module and provides development for school experience. It provides student teachers with the opportunity to engage critically with subject pedagogy and to evaluate critically the pedagogical choices they make. It will also provide student teachers with the opportunity to develop skills to reflect critically on the impact of their pedagogical decisions in order to inform future practice.

The module provides student teachers with opportunities to:· relate subject and curriculum knowledge to classroom setting;· explore and critically evaluate a wide range of learning and teaching styles and assessment

strategies in music;· work independently and cooperatively to develop and apply skills in classroom pedagogy;· research key subject concepts; demonstrate to peers and music classroom practitioners how they

would be taught in the music classroom;· demonstrate creative use and evaluation of a range of resources for teaching and learning within

music;· produce guidelines/lesson outlines to support presentations and disseminate subject and curriculum

knowledge to peers;· develop and refine practical classroom teaching, learning and assessment strategies;· engage in constructive critical analysis of presentations, teaching, learning and assessment

strategies with peers and music classroom practitioners;· apply and evaluate the use of technology in music;· engage in personal professional evaluation, critically evaluating their development as a music

teacher.This module reflects the current standards for teachers.

Learning OutcomesUpon successful completion of the module students will be able to:

1. work independently and cooperatively to implement and critically evaluate strategies and resources for the planning and delivery of effective teaching, learning and assessment in music;

2. communicate in-depth subject knowledge effectively to peers with critical reference to its pedagogical application;

3. demonstrate a critical awareness of their own professional development within music;4. communicate effectively using appropriate academic conventions.

Assessment

# description weighting learning outcomes

1 Research based portfolio 100% 1, 2, 3 & 4


Indicative Content


· Research strategies and skills needed to develop students’ own subject knowledge for any topic within Music that they may be called upon to teach in the future.

· Application of subject and curriculum knowledge to the music classroom and engagement in professional dialogue about learning and teaching with music practitioners.

· Implementation and evaluation of subject-specific pedagogical approaches.· Exploration and evaluation of a wide range of learning and teaching strategies.· Consideration of diverse learning needs and any issues arising from primary transition.· Short-term, medium-term and long-term planning and evaluation in music.· Subject specific skills in relation to technology.· Effective selection, creation and deployment of resources in music.· Assessment: types of assessment; requirements and arrangements; public examinations and

qualifications; assessment for learning; monitoring progress in music, including use of data.· Professional self- evaluation and target setting.

Library ResourcesIndicative essential book provision (5 examples):

Burkholder, J.P., Grout, D.J. & Palisca, C. V (2014) A History of Western Music (9th Edition). W. W Norton & Co.

Fautley, M. (2010) Assessment in Music Education. Oxford, Oxford University Press.

Finney, J. & Laurence, F. ( 2013) MasterClass In Music Education: Transforming Teaching and Learning. New York, Bloomsbury Academic.

Philpott,C. & Spruce, G. (2012) Debates in Music Education. Oxon, Routledge.

Pitts, S. (2012) Chances and Choices: Exploring the impact of Music Education. New York, Oxford University Press.

Indicative journals / periodicals (3 examples from current subscriptions):

British Journal of Music EducationMusic Teacher MagazineMusic Education Research

Audio-visual / non-printed material:

Student teachers will be expected to access non-printed resources from areas such as:TES music resources, theorynet.com, National curriculum website.


• Interactive white board• Networked PC and data projector


• DVD player• Visualiser• Digital cameras and video cameras

Specialist software

N/A


None

Title(s) of award bearing programmes to which the module contributes


Compulsory for award.Semesters 1 & 2.

Version 1 In use from 2015/16 To

External Examiner Code: PG1

Fee Profile:

Date Approved: 18/5/15

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School Direct Secondary PGCE – Music Assessment Information


Music module 1 as follows:

3SDS21 Introduction to subject specialism: Music

Learning outcomes for module one:

➢ demonstrate a critical awareness of issues surrounding music and contemporary music teaching;

➢ identify and evaluate the role of music across and beyond the curriculum;➢ identify and demonstrate critical and analytical engagement with pedagogical

approaches to teaching the subject;➢ communicate effectively using appropriate academic conventions.

This assignment links directly to your Observations and Good Practice evidence bundle as below:


Assessment evidence

Evidence Based Presentation - musical arrangement project for student ensemble. 15 mins plus 5 mins for questions

Things to consider:

1. Your choice of ensemble and suitability of source material2. The age and ability of your students3. The instrumental ranges4. Appropriate use of clefs and key signatures5. Use of music technology in the development of the score6. Appropriate musical conventions demonstrated in your score7. Planning and leading a rehearsal 8. Recording of the performance9. Explicit linking of research and practice

You should choose an instrumental ensemble that you are unfamiliar or have less experience with in order to give you the best opportunity to develop your practice. Be prepared to answer questions from the panel and audience to establish your personal perspective of the project and your development as a future music teacher. You will need to be able to demonstrate the broadening of your subject knowledge and development of your practice through this process. Your presentation will be 15 minutes in total with an additional 5 minutes allocated for answering questions. Create Power Point slides to aid delivery and include references.

• Written evaluation of practice – 1000 words

Written critical evaluation about the process of completing the assessment, with analysis and


evaluation of your developing practice. Reflect on the project as a whole. Consider how and if your philosophy towards music and music teaching has changed and what you have learned. What you would change if you were to approach the project again? Conclude by identifying your strengths and areas for development. Again, be able to demonstrate the linking of theory and practice in your work, and include a reference list.

Deadline: Submission of written reflection: 28th November 2018 12 noonPresentation date: 28th November 2018

Guidance

You need to be preparing and working on your project during your first placement. You need to allow time to choose your ensemble, select your pupils, arrange your music (including any research needed on your chosen instruments), plan and conduct rehearsals (some of which should be recorded), monitor progress and, produce a final recording of your arrangement which will be presented to the panel.

Music module 2 as follows:

3SDS25 Teaching Strategies


Critically evaluate an aspect of music teaching with reference to:- current pedagogy and research, - your own experience and observation, - your own professional development.

This assignment links directly to your compare and contrast evidence bundle as below:


Portfolio (including critical reflection) (2000 words)The portfolio is simply added to Mahara as below:

· Log in to your Mahara home page and click on Portfolio

· Click create page

· Type in your module code as the title and click save – you are now ready to populate your portfolio


Learning outcomes:Upon successful completion of the presentation, trainees will be able to:

1. implement and critically evaluate strategies and resources for the planning and delivery of effective teaching, learning and assessment in music;

2. communicate in-depth subject knowledge with critical reference to its pedagogical application;

3. demonstrate a critical awareness of their own professional development within music;4. communicate effectively using appropriate academic conventions.

Your portfolio should include (2000 words, approx 550-600 words each for sections 1,2, 3):

1. a rationale for your chosen area of investigation; 2. a reflection of how your chosen area is underpinned by current literature;3. a discussion of your chosen area in relation to your own personal philosophy for

music teaching. This should reference subject knowledge and the current curriculum;4. an action plan for your future development in the area.

EvidenceYour portfolio should also include, as evidence for your arguments with clear explanations of their relevance.· examples of students’ work· lesson plans and resources· evaluations of lessons· data linked to progress

Guidance

It is expected that your portfolio will be submitted as an e-portfolio and further guidance will be provided to support you with this if needed

Choose your research area early.

Aspects could include:• assessment• primary transition and its impact on progress at KS3• role of other adults• resource development


• differentiation• planning• learning and teaching strategies• approaches to teaching composition and/or notation • the role of the instrumental teacher• cross-curricular and/or extra-curricular links

ICT and the new technologies• behaviour• homework

Whilst this assessment requires a reflection on learning and teaching, it is important that you give a critical account supported by reading and research.

Deadline: 10th April 2019 12 noon

Reading List:

Ashley, M. (2015) Singing in the Lower Secondary School. Oxford: Oxford University Press.

Burkholder, J.P., Grout, D.J. & Palisca, C. V. (2014) A History of Western Music (9th Edition). W. W. Norton & Co.

Evans, J. & Phillpott, C. (2009) A Practical guide to teaching Music (Routledge teaching guides). London: Routledge.

Fautley, M. (2010) Assessment in Music Education. London: Oxford University Press.

Finney, J. & Laurence, F. ( 2013) MasterClass In Music Education: Transforming Teaching and Learning. New York: Bloomsbury Academic.

Green, L. (2008) Music, Informal Learning and the School: A New Classroom Pedagogy. Hampshire: Ashgate Publishing Limited.

Philpott,C. & Spruce, G. (2012) Debates in Music Education. Oxon: Routledge.

Pitts, S. (2012) Chances and Choices: Exploring the impact of Music Education. New York:Oxford University Press.

Philpott, C. & Spruce, G. (2007) Learning to teach Music in a Secondary School (Second Edition - 3rd Edition pending). London: Routledge.

Price, J. & Savage, J. (2011) Teaching Secondary Music. London: Sage.

Swanwick, K. (1999) Teaching Music Musically. London: Routledge.

MUSIC READING & RESOURCE LIST

Music in Education: Essential Reading


• Fautley, M. (2010) Assessment in music education. Oxford: Oxford University Press.

• Finney, J. & Laurence, F. ( 2013) MasterClass In Music Education: Transforming Teaching and Learning. New York: Bloomsbury Academic.

• Green, L. (2001) How popular musicians learn. Hampshire: Ashgate Publishing Limited.

• Jaquiss, V. & Paterson, D. (2005) Meeting SEN in the curriculum: Music. London: David Fulton.

• John, P.D. & Wheeler, S. (2012) The digital classoom: harnessing technology for the future. London: Routledge.

• Mills, J. (2005) Music in the school. Oxford: Oxford University Press.

• Mills J (1970) Instrumental teaching. Oxford: Oxford Music Education.

• Cooke, C., Evans, K., Philpott, C. & Spruce, G. (eds.) (3rd

ed., 2016) Learning to teach music in the secondary school. London: Routledge.

• Philpott, C. & Spruce, G. (eds.) (2012) Debates in music teaching. Abingdon: Routledge.

• Price, J. & Savage, J. (eds.) (2012) Teaching secondary music. London: Sage. Publications

• Savage, J. (2013) The guided reader to teaching and learning music. Abingdon: Routledge.

Schmidt, P. & Colwell, R. (eds.)(2017) Policy and the political life of music education. Oxford: Oxford University Press.

Music in Education: other important texts

• Ashley, M. (2015) Singing in the lower secondary school. Oxford: Oxford University Press.

• Barrat, M. (2011) A cultural psychology of music education. Oxford: Oxford University Press.

• Bray, D. (2000) Teaching music in the secondary school. Oxford: Heinemann.

• Bray, D. (2009) Creating a musical school. Oxford: Oxford University Press.

• Campbell, P.S. (2010) Songs in their heads. Oxford: Oxford University Press.

• Evans, J. & Philpott, C. (2009) A practical guide to teaching music in the secondary school. London: Routledge.

• Finney, J. & Burnard, P. (2009) Music education with digital technology. London: Continuum.

• Green, L. (1997) Music, gender, education. Cambridge: Cambridge University Press.


• Green, L. (2008) Music, informal learning and the school. Hampshire: Ashgate Publishing Limited.

• Green, L. (2011) Learning, teaching, musical identity. Bloomington: Indiana University Press.

• Harris, D. (2006) Music education and muslims. Stoke on Trent: Trentham Books.

• Harrison, C. & Mullen, P. (2013) Reaching out: music education with ‘hard to reach’ children and young people. London: The UK Association for Music Education – Music Mark.

• Odam, G. (1997) The sounding symbol. Stanley Thornes.

• Ockleford, A. (2008) Music for children and young people with complex needs. Oxford: Oxford University Press.

• MacDonald, R., Hargreaves,D. and Miell, D. (2002) Musical identities. Oxford; New York: Oxford University Press.

• McPherson, G.E. (2006) The child as musician : a handbook of musical development. Oxford; New York : Oxford University Press.

• McCormack, I. & Healey, J. (2008) Getting the buggers in tune. London: Continuum.

• McDonald, R., Hargreaves, D. & Miell, D. (2002) Musical identities. Oxford: Oxford University Press.

• McPherson, G. (ed.) (2006) The child as musician. Oxford: Oxford University Press.

• Mills, J. & Paynter, J. (2008) Thinking and making: selections from the writings of John Paynter on music in education. Oxford: Oxford University Press.

• Paynter, J. (1970) Sound and silence: classroom projects in creative music. London: Cambridge University Press.

• Paynter, J. (1992) Sound and Structure. Cambridge; New York: Cambridge University Press.

• Philpott, C. & Plummeridge, C. (eds.) (2001) Issues in music teaching. London: Routledge.

• Pitts, S. (2012) Chances and choices: exploring the impact of music education. Oxford: Oxford University Press.

• Reimer, B. (2002) A philosophy of music education : advancing the vision. Indiana University Press

• Spruce, G. (2002) Teaching music in secondary schools. London: Routledge.

• Spruce, G. (ed.) (2002) Aspects of teaching music in secondary schools. Open University.

• Swanwick, K. (1988) Music, mind and education. London: Routledge.


http://www.jstor.org/publisher/iupress

http://www.jstor.org/publisher/iupress

http://yorksj.worldcat.org/title/philosophy-of-music-education-advancing-the-vision/oclc/2830049699400&referer=brief_results

http://yorksj.worldcat.org/title/sound-and-structure/oclc/2830059980650&referer=brief_results

http://yorksj.worldcat.org/title/sound-and-silence-classroom-projects-in-creative-music/oclc/2830000086980&referer=brief_results

http://yorksj.worldcat.org/title/child-as-musician-a-handbook-of-musical-development/oclc/2830064554616&referer=brief_results

http://yorksj.worldcat.org/title/musical-identities/oclc/2830049894019&referer=brief_results

• Swanwick, K. (2000) Teaching music musically. London: Routledge.

• Williams, J. (2013) Teaching singing to children and young adults. Oxford: Compton Publishing.

Journals/Magazines:

• British Journal of Music Education

• International Journal of Music Education

• Music Education Research

• Sing Up (YSJ subscribes)

• The Music Educators Journal

• Music Teacher Magazine

• Music Education Research

Music Education: a selection of important web sites and web-based publications

• Kokkidou, M (2013) Critical Thinking and School Music Education: Literature Review, Research Findings and Perspectives. Journal for Learning through the Arts vol 9, no, pp.1-18.

• Mellor, L. (2008) ‘Creativity, originality, identity: investigating computer-based composition in the secondary school’, Music Education Research, 10 (4) pp. 451- 472.[DOI: 10.1080/14613800802547680]

• Teaching Music

• http://www.musicalfutures.org.uk (Musical Futures)

• http://www.teachingmusic.org http://ofsted.gov.uk/resources/music-schools-wider-still-and-wider (Ofsted Music Report (2012))

• The National Plan for Music (DfE, 2011) http://education.gov.uk/publications/standard/PublicationDetail/Page1/DFE-00086-2011

• The National Curriculum (2014) http://www.gov.uk/government/publications/national-curriculum-in-england- music-programmes-of-study/

• The UK Association for Music Education - Music Mark http://www.musicmark.org.uk

• Sing Up http://www.singup.org

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4. Assessment Regulations


http://www.singup.org/

http://www.tandfonline.com.ezproxy.yorksj.ac.uk/doi/full/10.1080/14613800802547680#.VEuFt00tDGg

http://www.tandfonline.com.ezproxy.yorksj.ac.uk/doi/full/10.1080/14613800802547680#.VEuFt00tDGg

http://files.eric.ed.gov/fulltext/ej1018310.pdf

http://files.eric.ed.gov/fulltext/ej1018310.pdf

http://www.musicalfutures.org.uk/

Teaching and Learning

The approach to teaching and learning will be consistent throughout modules included in the programme, irrespective of whether they are at Level 3 or at Level M. Taking a largely enquiry-based approach to learning, student teachers will develop as reflexive and critical practitioners through investigating key issues and dilemmas inherent in secondary school teaching. Student teachers will be expected to work with a high degree of independence but also to work collaboratively with, and learn from, both peers and experienced practitioners. There is an expectation that student teachers will be able to integrate and synthesise theory, practice and key skills in order to evaluate critically their exploration of teaching and education. This will develop greater levels of applied research skills, creativity, innovation, critical thinking and independent judgement.

Differentiation

In each cohort of student teachers there may be significant differences in academic ability and ability demonstrated during school experience. The programme is highly inclusive and tutors are committed to providing quality learning experiences for all student teachers. Whilst student teachers have a common input in terms of taught sessions there is scope within the programme and wider university to offer further support. The individual needs of student teachers are identified at interview stage and discussed in the first Academic Tutor meeting where an Individual Action Plan is prepared with recorded targets. Targets are discussed and adapted during the programme to meet the needs of the student teachers as they progress through the year. The masters level work undertaken in Professional Studies modules provides opportunities for extension as do the enrichment days.

The following inclusive learning and teaching strategies which feature in modules will provide opportunities for professional development through critical enquiry:

· individual tutorials for research support;· individual research activities, through a range of resources including web-based

resources and the Virtual Learning Environment;· individual tutorials for academic tutor support;· directed reading, through a range of resources including web-based resources and the

Virtual Learning Environment;· group presentations;· group seminars;· enquiry based learning tasks to develop subject knowledge and knowledge and

understanding of wider educational issues;· practical workshops and activities;· key note lectures;· school based activities;· supported observation analysis; and· self-review and self-assessment tasks;

Assessment strategies

The range of assessment activities are designed to support student teachers in further developing their knowledge and understanding of wider educational issues and subject pedagogy.

Assessment strategies include:


· group workshop presentations/micro teaching opportunities;· individual presentations;· research based portfolios;· essays;· research project; and· writing, resourcing and evaluating a scheme of work.

Assignments provide the opportunity to engage in current research and debate on whole school issues and contribute towards both academic and professional development.

Assignments are marked using the YSJU level 3/undergraduate (level6) and level M/postgraduate (level 7) assessment descriptors/marking criteria which can be found at:https://www.yorksj.ac.uk/registry/regulations/

These generic assessment descriptors may be tailored to specific learning outcomes for the assignments.

Module Evaluation/Student Feedback

Teaching, learning and assessment opportunities are evaluated via the module evaluation process and end of programme evaluation. It is essential that student teachers offer regular feedback to tutors so that amendments and additions can be made where relevant.

The modules will include the following forms of evaluation:

Ongoing, i.e. discussion between staff and student teachers whenever required;Session evaluation forms (targeted sessions)Mid-module evaluation (interim) normally by means of a staff and trainee discussion half-way through the modules;Rather than an end of module evaluation there is an end of programme evaluation.

Please participate fully in the evaluation process. Your comments and constructive suggestions are very important in the planning and delivery of the modules in the future. Do not forget that, as well as evaluating teaching and resources, self-evaluation of one’s own contribution is equally important.

Please also note that the modules on the secondary PGCE programme are covered in teaching sessions through a holistic approach to reflect the numerous links between the modules. However, there is opportunity to comment on each module in line with university policy. To aid this evaluation process we will ensure that at the start of each session student teachers are clear as to which module the session relates to.

There are other opportunities to feedback on the programme via evaluations of a sample of academic sessions, school experience evaluations at the end of autumn and summer term, AT meetings with tutors, meetings with link tutors and at academic sessions etc.

What happens to the completed evaluations?

The evaluations are collated and analysedThe outcomes of the evaluations are discussed within the Secondary PGCE partnership and the key areas that need to be addressed are identified.The key areas identified are addressed via module amendments or through the PGCE


https://www.yorksj.ac.uk/registry/regulations/

Secondary Partnership Improvement Plan.

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General Assessment Information (YSJU)

Assignments on the PGCE Secondary programme are generally completed individually but in some cases, for example the PGCE RE workshop presentations, they are completed in collaboration with other students. There is guidance below on working collaboratively.

Working Collaboratively

The Education and Theology Faculty at YSJU recognises the educational and personal value of collaborative discussion and learning across all programmes it offers on its undergraduate and postgraduate programmes. Tutors are actively encouraged to incorporate group-based learning activities into a wide range of learning experiences and encourage student teachers to take full advantage of such opportunities.

However, all experience carries potential risk as well as potential benefit. The importance of group learning activity needs to be set against the fact that the award of credit towards a degree classification is essentially the recognition of the individual achievement of each student teacher. Whenever a piece of written coursework is submitted, a declaration of academic integrity is signed by the student teacher asserting that the work is their own and is not plagiarised (borrowed or paraphrased from an unacknowledged source). Coursework, which is (in part or as a whole) the outcome of group collaboration, cannot be treated as an exception to this important principle.

Although it is often difficult to be certain where any particular aspect of learning has originated, student teachers must ensure, to the best of their ability, that material which is known to emanate from group collaboration, acknowledges the contribution of other members of the group. Any conclusion, perspective or consensus, which has been arrived at through group discussion, debate or collaboration, must not be claimed solely as the work of any individual member of that group.

This principle applies across all types of written coursework but student teachers are advised to pay particular care to the application of this principle to types of coursework which are necessarily of a personal nature. For example, the submission of an individual learning journal, based as it will be on the individual perceptions and reflections of a particular unique experience must not contain elements which are simplistically drawn from the outcome of group collaboration, but rather must be reflected on and individualised by the submitting student teacher. Even then, due acknowledgement must be explicitly made to the group context and contribution.

Student teachers who choose to ignore this important principle, run the risk of having their work seen as being plagiaristic and thus subject themselves to the normal University penalties for such dishonesty.

PlagiarismPlagiarism is the act of deliberately presenting someone else’s work as your own. It is absolutely unacceptable in academic work, and the penalties are very severe; the University cannot award any marks for work that is not your own. It is not enough to include the source used in your bibliography; all reference to other people’s work must be carefully acknowledged by use of quotation marks, notes or references.Also refer to the university policy on academic misconduct on the link below:https://www.yorksj.ac.uk/ssr/policies-and-regulations-/academic-misconduct/


Presentation of Written Work

Agreed dates for the submission of assignments should be strictly adhered to.

All work should be word-processed using point 12 type size in a standard font, such as Arial, Times New Roman, and with spacing set at double. Pages should be numbered sequentially, including appendices.

Brief quotations should be incorporated in the text and set within quotation marks; lengthy quotations should be indented at both left and right margins and, if typed or word-processed, should be single-spaced. All quotations should be fully referenced. See the below information and also the YSJU website link for guidance on Harvard Referencing.

https://www.yorksj.ac.uk/information-learning-services/information-learning-services/faqs-for-staff--students/online-guides.aspx

An enlightened usage of gender pronouns should be adopted: either offer a statement that a certain form will be used (e.g. teacher as female, child as male), or attempt to use plural pronouns or s/he, his/her throughout the work.

Assignments should be submitted as one document electronically via Moodle. Where you are including for example, pupils work or non-word-processed material this should be scanned and included in the document for submission.

All work MUST have the appropriate front sheet and a declaration of academic integrity will be completed as you submit via Moodle. A copy of the front cover can be found at the back of this section in the appendices.

Keep a copy of your final draft. Retain all work handed back following marking. It may be required subsequently by the Examination Board or by the External Examiner.

Some work will be retained for Quality Assurance purposes.

Writing Support

Writing support is available from the YSJ Study Development Team. Information can be found at:

https://www.yorksj.ac.uk/student-services/study-skills/

Referencing

In-Text and Bibliographical ReferencingThere are a variety of ways of referencing. YSJU stipulates that you use the Harvard system of referencing. The Harvard system is efficient, convenient, easy to use and probably the most commonly used style in publications. It works on the principle of using references placed in the text to guide readers to fuller title and publication details in the bibliography. If you use the Harvard system you do not use footnotes or endnotes. The Harvard system is set out on the University’s website (Information Learning Services) and can be accessed with the following link:

https://www.yorksj.ac.uk/ils/searchsuccess/harvardref/You might also have guidance on this within teaching sessions.


•

• What is referencing?

• Referencing is a system whereby you acknowledge the source of your ideas. It is essential that you reference your work otherwise you could fall into the trap of plagiarism. Plagiarism is the wilful theft of ideas from a writer without acknowledging the source of these ideas. Refer to the links above in the section on plagiarism.

•

• Making references to the published work of other writers, and quoting from these works to illuminate or support your argument, is a vital aspect of academic writing. Such quotations should be an integral part of your discussion and should be accompanied by some critical comment - not presented as if they were the last word on the subject.

• There are basically three levels of referencing you will use in your work:

• mention of an author’s work but no direct quotation; direct quotation of an author’s work that is under twenty words; and direct quotation of an author’s work that is over twenty words.

Here are two examples of the use of in-text references, the first relating to your use of an idea from someone else’s work; the second, to the use of a quotation.

• Dashefky’s main aim in mentioning religion in his 1972 article was to respond negatively to the earlier conclusions of Glazier and Moynihan (1970) that religion had declined as an instrument in ethnic identity formation (Dashefky, 1972)

• If you make a direct quotation from an author you should include the author’s name, year of publication and then relevant page number(s) in parenthesis after the quote as in: ‘Philosophy is always concerned not just with conclusions, but with the chains of reasoning….’ (Cupitt, 1985: 21)

Other examples:

Where a quotation of more than twenty words is used, then this must be printed as an indented extract, using single spacing, followed by the author’s name, date of publication and page reference, in parenthesis, as in:

• Jeremias’s further thesis that since God is never called abba in ancient Jewish prayer, Jesus’ usage of the title is unique, is also open to question. It would gain strength if he could point… to a representative sample of individual prayers in Aramaic and show that none of them include the vocative abba. But as far as I know, not such evidence exists.

• (Vermes, 1983:42)

· With dual authorship of the same work give both names, as in: (Lash and Urry, 1987:42)· With four or more authors use “et al.”, as in: (Bennett et al., 1986:48)· If there is reference to more than one work by the same author in the same year,

distinguish between them by use of the letters ‘a’, ‘b’, etc. attached to the year of publication, as in: (Foucault, 1979a:106).

· Mention of more than one author in the text is separated by a semi-colon, as in:


· ‘several authors have noted this trend (Maunder, 1992; Noake, 1993; Bellett, (1994) and their ideas…..’

· If you wish to omit some words/sentences in a quotation, indicate this by using three dots in the appropriate place.

· If you wish to use this information in a text that is not from the primary source, you should indicate this as follows:

‘Gardner and Lunzer (cited in Beard 1985:76) suggest…’

Reference Lists/Bibliography

These should be set out in alphabetical order of the authors of sources. Please note that all sources go into one alphabetical list (texts, journals, websites etc).

Please note that for Professional Studies assignments a reference list is required rather than a bibliography.

Support from Information Learning Services (ILS) at YSJ

Research and finding evidence – how can ILS help?

This is a brief guide to Information Learning Services for distance learning students in Education and their mentors. Our website has lots more information www.yorksj.ac.uk/ils

Fountains and the libraryFountains, on the main York St John campus, is the home of the library. This provides access to all of the print resources owned by ILS and is also the home of the library staff. Anyone who is a member of a faculty has a dedicated Academic Liaison Librarian; for the Faculty of Education and Theology, this is Clare McCluskey-Dean (http://www.yorksj.ac.uk/information-learning-services/information-learning-services/services-for-you/undergraduates/academic-liaison-librarians/faculty-of-education.aspx). Clare is available to help with any part of finding or evaluating resources.

Searching for books, journals and other informationDiscover is the main tool for finding what is available at YSJ, both in print and online. You will either be able to link directly to the ebook/article or see the shelf mark at which it can be found in the building. Remember, this gives access to everything to which YSJ subscribes. https://www.yorksj.ac.uk/ils/services-for-you/undergraduate/finding-resources/using-discover/

In addition to this, there are search tools which go beyond the YSJ collection, enabling you to find things held by other libraries. These often have a focus on a specific subject (e.g. Education or Psychology), or on a particular type of resource (e.g. newspaper articles). A full list can be found at www.yorksj.ac.uk/ils/databases and ones of especial use to those on Education courses are British Education Index and ERIC, with PsycInfo and SocIndex providing good additional sources of psychological and sociological information. Remember that these tools will search beyond the YSJ collection, but there are options for getting hold of the resources regardless of this fact.


If you want more advice on techniques for searching, try our SMILE course http://www.yorksj.ac.uk/smile (guest access is also available – Clare can arrange this). It has sections on finding, evaluating and managing information.

Getting hold of resourcesIf YSJ has a book in the library and you want to use it, you do not necessarily have to come on to campus to borrow. Anyone living outside of the City of York Council area is entitled to use the postal loan service https://www.yorksj.ac.uk/ils/postalloans/postal-loans-during-placements/

Wherever possible, YSJ will obtain the online version of a book or journal. If this is the case, you can link to it from Discover. If you find something via a different search tool (e.g. Google Scholar) and you are asked to log in to access, double check in Discover that it is something to which YSJ subscribes. If it is there, the link to the resource will be provided. If it is not there, you can still get hold of the information, via our interlibrary loan service (ILS pays for this – there is no charge to you) https://www.yorksj.ac.uk/ils/ill/

You are also entitled to use other university libraries. Apply at www.sconul.ac.uk/sconul-access

Policy on Over-Length Work

Word limits are specified for assessed work in order to encourage clear and succinct writing by students and to maintain equity between all the students doing the same assessment. Students are required to keep to the work limit set for an assessment and to note that they may be subject to penalty if they exceed the limit according to the table of penalties as set out below. The penalties are specified so that a piece of work of pass standard will be eligible for at least the capped mark notwithstanding the extent of any over-run.

Students will be required to provide an accurate word count on the cover sheet for each piece of work they submit. The word count specified for assignments will exclude the bibliography/reference list. It will also exclude graphs and tables. Appendices will not count against the word limit but should not contain large amounts of text. (It will be expected that they will normally contain diagrams or tables or visual images). Please note that all appendices should be referred to in the main body of work.

Markers will check the declared word count on the cover sheet against the word limit specified for that assessment; where the word count exceeds the specified word limit, the appropriate penalty will be applied. This will be reported to the Assessment Panel.

If it is suspected that the student has not declared the word limit honestly, and that the piece of work is over the word limit, the word count may be checked and a penalty applied. The Assessment Panel may reserve the right to refer the student to the University’s policy on academic cheating.

Up to 10% over the word limit Situation flagged by tutor in feedback but over-run is tolerated and no deduction is made from the final mark.

Between 10% and 25% over the word limit Deduction of 5 marks off the final mark or the work will be awarded the capped re-sit mark


whichever is the greater.

Between 25% and 50% over the word limit Deduction of 15 marks off the final mark or the work will be awarded the capped re-sit mark whichever is the greater.

In excess of 50% over the word limit Eligible only for the capped re-sit mark (40 undergraduate 50 postgraduate)

Information on submission of assignments

Submission dates for all assessments are published in the subject handbook and on Moodle. This date is the equivalent of an exam, and it is expected that all work will be submitted (normally via Moodle) by the published deadline (by noon on the deadline date)

Late Submission without prior arrangement

Where work is submitted up to 7 days after the deadline without an agreed extension the mark will be capped at 40 for a Level 3 module and 50 for an M Level module.

Where work is not submitted within 7 days of the deadline, a non-submission will be recorded with a mark of 0 NS and a re-sit offered for a capped mark.

Failure to submit the re-sit by the revised submission date will result in a mark of 0NSX, which will prevent progression to the next level of study and it is likely that the programme will be terminated.

Extension due to Exceptional Circumstances

If the circumstances are serious and have a long term impact on the student’s ability to submit work or engage in module activity, a ‘Request for Consideration of Exceptional Circumstances’ document should be filled out and should be accompanied by documentary evidence.

Please note that the course lead or programme staff are not able to approve a request for a 7 day extension or exceptional circumstances and this is submitted as indicated on the form.

This information on exceptional circumstances, as well as examples of types of evidence that might be submitted is outlined on the university website at the link below:

https://www.yorksj.ac.uk/ssr/policies-and-regulations-/exceptional-circumstances/

Resubmission and fees

All resubmissions will incur a fee. Academic work will be £50 for resubmission. School placements will be £500.

If a piece of work is not submitted by the published deadline or an approved extended deadline, a mark of 0 NS will be recorded. If you fail any academic work, you normally have one attempt to resubmit it. Your feedback sheet will show whether you have passed or not. If you do not pass, you are encouraged to seek a tutorial with the tutor who first marked your


work. Marks will be capped at 50 (M Level) or 40 (Level 6) for resubmissions but feedback will indicate the grade you would have achieved if it had been a first submission.

In cases where you have not made use of the first assessment opportunity, the School Assessment Panel and Board of Examiners for Progress and Award are unlikely to exercise favourably any discretionary powers relating to re-assessment opportunities, progression or award.

Resubmissions must be submitted electronically via Moodle.

In most cases, resubmitted work will not need to be a completely new piece of work. It is likely that you will re-work your first attempt and address the questions and comments from tutors.

TOC



PGCE Secondary – Assessment hand in dates 2018-2019All assessments will be submitted electronically by mid-day on the hand in date. Module directors should ensure that assignment hand in is set up on Moodle to enable trainees to submit. Hand back dates are 4 weeks after hand in date to comply with the university regulations (this may be extended for holiday periods) University Centred programme – RE

Module Code

Module Title Module Director

Assignment Hand in date Ready to second mark

Hand back date

3PGC09 Introduction to subject specialism: RE EMc Essay 28th November 2018 17th December 2018

9th January 2019

3PGC10 Teaching Strategies: planning for learning, teaching and assessment in RE

EMc Presentation 10th April 2019 13th May 2019 22nd May 2018

MPGC03 Understanding Learning and Teaching and SE

KP Essay 21st January 2019 8th February 2019 18th February 2019

MPGC06 The Emerging Professional and SE KP Research project (a) literature review and methodology

4th March 2019 20th March 2019(brief written feedback prior to presentation)

1st April 2019

Research project (b) presentation 27th March 2019 N/A 29th April 2019

School Centred programme Module Code

Module Title Module Director

Assignment Hand in date Ready to second mark

Hand back date

3SDS03 Introduction to subject specialism: English

JCal Essay 28th November 2018 17th December 2018

9th January 2019

3SDS04 Introduction to subject specialism: mathematics

DL Essay 28th November 2018 17th December 2018

9th January 2019

3SDS05 Introduction to subject specialism: science: biology

KB Evidence based presentation + critical reflection

28th November 2018 17th December 2018

9th January 2019

3SDS09 Introduction to subject specialism: science: chemistry



9th January 2019

3SDS10 Introduction to subject specialism: science: physics



9th January 2019

3SDS12 Introduction to subject specialism: MFL AO Evidence based presentation + critical reflection


9th January 2019

3SDS19 Introduction to subject specialism: History

GC Essay 28th November 2018 17th December 2018

9th January 2019

3SDS20 Introduction to subject specialism: Geography

TBC Essay 28th November 2018 17th December 2018

9th January 2019

3SDS21 Introduction to subject specialism: MusicCB Evidence based presentation + critical 28th November 2018 17th December 9th January 2019


reflection 20183SDS22 Introduction to subject specialism:

DramaBV Evidence based presentation + critical

reflection28th November 2018 17th December

20189th January 2019

3SDS27 Introduction to subject specialism: Physical Ed

RM Evidence based presentation + critical reflection


9th January 2019

3SDS17 Introduction to subject specialism: RE EMc Essay 28th November 2018 17th December 2018

9th January 2019

3SDS06 Teaching Strategies: planning for learning, teaching and assessment in English

JCal Research based portfolio (including critical reflection)

10th April 2019 13th May 2019 22nd May 2019

3SDS07 Teaching Strategies: planning for learning, teaching and assessment in mathematics

DL Presentation and written evaluation 10th April 2019 13th May 2019 22nd May 2019

3SDS08 Teaching Strategies: planning for learning, teaching and assessment in science: biology

KB Portfolio (including critical reflection) 10th April 2019 13th May 2019 22nd May 2019

3SDS13 Teaching Strategies: planning for learning, teaching and assessment in science: chemistry


3SDS14 Teaching Strategies: planning for learning, teaching and assessment in science: physics


3SDS16 Teaching Strategies: planning for learning, teaching and assessment in MFL

AO Research based portfolio (including critical reflection)


3SDS23 Teaching Strategies: planning for learning, teaching and assessment in History

GC Research based portfolio (including critical reflection)


3SDS24 Teaching Strategies: planning for learning, teaching and assessment in Geography

TBC Evidence based presentation (including critical reflection)


3SDS25 Teaching Strategies: planning for learning, teaching and assessment in Music

CB Research based portfolio (including critical reflection)


3SDS26 Teaching Strategies: planning for learning, teaching and assessment in Drama

BV Research based portfolio (including critical reflection)


3SDS28 Teaching Strategies: planning for learning, teaching and assessment in Physical Ed

RM Research based portfolio (including critical reflection)


3SDS18 Teaching Strategies: planning for learning, teaching and assessment in

EMc Presentation 10th April 2019 13th May 2019 22nd May 2019


REMSDS01 Understanding Learning and Teaching

and SEKP Essay 21st January 2019 8th February 2019 18th February 2019

MSDS02 The Emerging Professional and SE KP Research project (a) literature review and methodology

4th March 2019 20th March 2019(brief written feedback prior to presentation)

1st April 2019

Research project (b) presentation 27th March 2019 N/A 29th April 2019


Documents

Initial Teacher Education · Web viewBring a lesson plan proforma from school 3-5pm SS Music School staff Curriculum Planning session 2: lesson planning, differentiation and delivery