web viewsummary of learning: science . 15. ... use the grade descriptors to help you with this. 2....

PRIMARY AND EARLY YEARS

PARTNERSHIP

PGCE Primary Education (5-11) with QTS - School Direct

PGCE Early Years Education (3-7) with QTS - School Direct

PGCE School DirectAssignments Booklet

2014 - 2015

Contents Page no.

1 Reflecting on approaches to teaching 2

2 Professional Practice and Curriculum Studies 1 7

3 Professional Practice and Curriculum Studies 2 11

4 Exploring a Specialism through Collaborative Development 15

5 School Direct Assignment Submission Dates 2014-15 18

Sheffield Hallam University: PGCE School Direct Assignments Booklet 2014-15 Page 1

Reflecting on Approaches to Teaching

TITLE Reflecting on Approaches to TeachingSI MODULE CODE 7986CREDITS 30LEVEL 7JACS CODE x100SUBJECT GROUP Primary & Early Years EducationDEPARTMENT Teacher EducationMODULE LEADER Marie Helks

Assignment Brief

You will focus on the way you use spoken interaction to support children's learning. You will reflect on the way in which you encourage talk for learning. Your understanding and critical reflection will be supported by readings from a range of sources.

You may choose to focus generally on deepening children's understanding and/or response through talk or you may choose to focus on one of the following areas:

questioning evaluating children’s learning giving explanations promoting autonomy investigative work facilitating problem-solving stimulating creative responses using role play to develop learning addressing misconceptions promoting talk within group work

There are four sections to this assignment:

Part 1

critiques of journal articles related to teacher/pupil spoken interaction, including at least one in your specialist subject/area.

Part 2

reflective reviews of your use of talk based on records of your talk with children in your placement classroom

Part 3


a summary of what you have learned which draws together part 1 and part 2

Part 4

reference to the Teacher Standards

Part 1: Critiques of journal articles

Write a critique on three refereed journal articles relevant to teacher/pupil interaction (500 words per critique). At least one article must relate to your specialist subject/area. The articles could include the ones you read for learning group tasks and/or the paper given at the pre course day. You can draw from the discussions you had in your group, but your critiques need to be written independently. In preparing your critiques, consider:

What is the author's purpose? What are the main claims? Are you convinced? Does the argument/evidence support the claims? What are the author's values/assumptions? What are the implications for the primary classroom/early years setting?

Word count: Part 1 - 1500 words

Part 2: Reflective reviews of your use of talk

During your placement, identify and plan for three opportunities to record and reflect on your spoken interactions with children. These interactions may be within the context of any subject area and could be with a whole class or small group. At least one of these interactions must be related to your specialist subject/area. It is also recommended that at least one interaction is within the foundation subjects.

You'll need to negotiate these opportunities with your class teacher and/or school based tutor.

You can record these interactions using audio or video recorders (but will need to check that this is possible with your class teacher/school-based tutor and follow any procedures for gaining permission for this). If you use an audio recording, transcribe a short section or short extracts (equivalent to about five minutes). Alternatively, you could ask someone (e.g. fellow student) to write notes to describe how the interaction went. A copy of the transcript should be put in the appendix and will not contribute to the word count.

Next, write a written reflection on your experience:


consider the impact of your interventions on children’s learning; evaluate the effectiveness of these, consider alternatives and identify strategies to consider next time

you could use or adapt one of the methods used in one of the papers you have read to analyse the talk

you can use the critical incident analysis to help you structure this

Critical incident analysis (adapted from Tripp 1993)

1. Describe what happened. (e.g. What did you say? How did the children respond? What were you thinking? When did it happen? Where?)

2. Why do you think it happened as it did? (What was going on? Consider e.g. environment, relationships, attitudes, your assumptions, prompts used, content, time, space…)

3. What is significant to me about this? Could I interpret this differently from another point of view?

4. What can I learn from this that will help me develop my practice?

Word count: Part 2 – approx. 1500-2000 words

Part 3: Summary of what you have learned

This summary will show how you have made links between your reading and practice. You will identify key principles/ideas/themes explored in your reading and which emerged from your reflections on practice. You will find it useful to write in the first person when referring to your classroom experience.

Word count: Part 3 - approx 1500-2000 words

Part 4: Teachers’ Standards table

You will complete the Teachers’ Standards table on Blackboard to indicate briefly how your classroom experience reflects your progress towards the DfE Teacher Standards (2012). You should consider:

The standards you have addressed in completing this assignment The impact completing this assignment has had on enabling you to address

these standards Areas for development on your second block placement

Assessment criteria


In order to pass this assignment, you will need to ensure your response:

Refer Satisfactory Good Excellent

Key principles and theories in relation to the teaching of talk are not identified

Identifies, explains and evaluates key principles and theories in relation to the teaching of talk

Identifies, explains and critically evaluates key principles and theories, values and beliefs in relation to the teaching of talk

Provides a well reasoned and insightful critique of key principles and theories in relation to the teaching of talk

Relevant links are not drawn between key theories underpinning the teaching of talk and classroom practice in own context

Makes links between key theories underpinning the teaching of talk and explains their relevance to own classroom context.

Draws together key theories underpinning the teaching of talk and explores their relevance to own classroom context.

Synthesises key theories underpinning the teaching of talk and critically examines their relevance to own classroom context

Fails to demonstrate that decisions made in planning and teaching were informed by understanding of key theories and principles underpinning the teaching of talk

Draws from specific theories and principles in relation to teaching of talk to justify decisions made in planning and teaching

Provides a well reasoned justification for decisions made in planning and teaching based on a critique of specific theories and principles underpinning the teaching of talk

Provides a thorough, and well reasoned justification for a range of decisions made in planning and teaching based on a critique of specific theories and principles underpinning the teaching of talk

Evidence of reflection on experience is limited. The impact of classroom practice on children’s learning is not considered. Implications of experience for development in planning and teaching are not recognised or applied to planning.

Critically reflects on experience and on planning and teaching and the impact of classroom practice on children’s learning. Relevant implications for subsequent planning are identified.

Critically reflects on experience and on planning and teaching and the impact of classroom practice on children’s learning.. A range of relevant implications of experience for subsequent planning and teaching are identified and applied.

Critical reflection on experience and on planning and teaching includes insightful consideration of the impact of classroom practice on children’s learning. Implications of experience for subsequent planning and teaching are well justified and applied creatively.

Use of English and presentation Satisfactory / Unsatisfactory

Reference to a range of relevant literature is essential to demonstrate achievement of most learning outcomes at this level

Teachers Standards addressed: TS2, TS3 and TS4 as the focus

Module learning outcomes


By engaging successfully with this module students will be able to:

1. Identify, explain and evaluate the principles, concepts, theories, values and beliefs in relation to, and at the forefront of, education

2. Synthesise key theories in relation to teaching and learning, setting these in a professional context, making and justifying decisions about those which may be ambiguous or uncertain

3. Be able to make informed professional judgements by critically analysing evaluating and identifying the relevance and significance of principles, concepts, beliefs, values, ethics and other information

4. Communicate ideas and arguments in a way which enables understanding and engagement

Formative assessment - One journal article submitted to Masters Tutor with feedback against criteria.

Hand in date: refer to your Assessment Diary

Should you be referred in this assignment, it is subject to in-module retrieval (IMR) (see separate guidance).


Professional Practice and Curriculum Studies 1

TITLE Professional Practice and Curriculum Studies 1SI MODULE CODE 6797CREDITS 20LEVEL 6JACS CODE x100SUBJECT GROUP Primary & Early Years EducationDEPARTMENT Teacher EducationMODULE LEADER Adrian Fearn

Assignment Brief

This assignment focuses on the development of your subject knowledge in English, Maths and Science with respect to one specific age phase within the age range for which you are training (i.e. FS, KS1 or KS2). You will submit an e-portfolio which will include a series of reflective posts evidencing your personal learning and, in particular, the development of your own understanding of in-depth subject knowledge per se, pedagogical knowledge, child development and positive attitudes.

You may use this e-portfolio to reflect on your learning at any time but must include reflections on each of the tasks set as part of the module (see Table 1).

Whilst your reflective writing will be based upon your personal experience of the completion of these tasks, it will also need to draw upon other sources if you are to better understand your experience. Therefore, your ‘Summaries of learning’ should be cross-referenced to a range of evidence, both from academic sources and school-based learning. It should be supported by reference to wider reading. Your e-portfolio should be designed to communicate effectively with your audience.

Word count – Indicative 3 000 words

Table 1: Outline of reflective posts


Post number

Focus for reflection

1 All about you - an entry with possible links that would be similar to that on a school website telling parents, children and a wider audience about yourself

2 Highs and lows as a learner / personal aspirations as a teacher – English and Maths focus

3 Learning outside the classroom

4 Science audit

5 Learning something new - Science focus

6 Formative peer assessment - focus on collaborative learning

7 Maths: NCETM KS1/2 audit

8 English: Phonics audit / Early Reading school based training

9 Maths: Early Number school based training

10 English: Text analysis

11 Focus child – progress in English (include current levels of attainment and next steps)

12 Focus child – progress in maths (include current levels of attainment and next steps)

13 Focus child – progress in science (include current levels of attainment and next steps)

14a Summary of learning: English

14b Summary of learning: Maths

14c Summary of learning: Science

15 References (including theoretical and research literature)

When writing your reflective posts you will need to go beyond a descriptive account of events or a superficial review of your experience. You may find it useful to use a model of reflection to help structure your reflections and subject your experience to greater scrutiny.

Assessment criteria

In order to pass this assignment, you will need to:Sheffield Hallam University: PGCE School Direct Assignments Booklet 2014-15 Page 8


Fails to demonstrate the features and essential knowledge, skills and attitudes of the core curriculum with respect to one specific age phase.

Demonstrate the features and essential subject knowledge, skills and attitudes of the core curriculum with respect to one specific age phase.

Consistently demonstrate the features and essential subject knowledge, skills and attitudes of the core curriculum with respect to one specific age phase.

Critically and confidently demonstrate the features and essential subject knowledge, skills and attitudes of the core curriculum with respect to one specific age phase.

Fails to demonstrate application of appropriate subject knowledge per se, pedagogical knowledge, child development.

Through your planning, teaching, assessment, reflection and evaluation, demonstrate application of appropriate subject knowledge per se, pedagogical knowledge, child development.

Through your planning, teaching, assessment, reflection and evaluation, demonstrate application of good subject knowledge per se, pedagogical knowledge, child development.

Through your planning, teaching, assessment, reflection and evaluation, demonstrate application of in-depth subject knowledge per se, pedagogical knowledge, child development and enthusiasm for the subject area.

Fails to demonstrate appropriate reflection on working collaboratively in groups and with other professionals to help ensure progress against the required teacher standards.

Demonstrate reflection on working collaboratively in groups and with other professionals to help ensure progress against the required teacher standards.

Demonstrate considered reflection on working collaboratively in groups and with other professionals to help ensure progress against the required teacher standards.

Demonstrate insightful reflection on working collaboratively in groups and with other professionals to help ensure progress against the required teacher standards.

Use of inappropriate formats and styles of communication with pupils, colleagues and parents/carers.

Demonstrate use of appropriate formats and styles of communication with pupils, colleagues and parents/carers.

Demonstrate and reflect on use of appropriate formats and styles of communication with pupils, colleagues and parents/carers.

Demonstrate and critically reflect on use of appropriate formats and styles of communication with pupils, colleagues and parents/carers.



Teachers Standards addressed:

TS3 as the focus: Demonstrate good subject and curriculum knowledge.




1. Identify and explain the features and essential knowledge, skills and attitudes of each area of learning with respect to one specific age phase e.g. FS / KS1 / KS2

2. Evidence through your planning, teaching, assessment and evaluation, in-depth subject knowledge per se, pedagogical knowledge, child development and positive attitudes

3. Work collaboratively in groups and with other professionals to help ensure progress against the required teacher standards

4. Select and use appropriate formats and styles of communication with pupils, colleagues and carers

Formative assessment: E-portfolio to be subject to peer assessment against the assessment criteria.

Hand in date: refer to your Assessment Diary.


Professional Practice and Sheffield Hallam University: PGCE School Direct Assignments Booklet 2014-15 Page 10

Curriculum Studies 2

TITLE Professional Practice and Curriculum Studies 2SI MODULE CODE 6796CREDITS 40LEVEL 6JACS CODE x100SUBJECT GROUP Primary & Early Years EducationDEPARTMENT Teacher EducationMODULE LEADER Marie Helks

Assignment Brief

This assignment focuses on the development of your subject and curriculum knowledge, including consideration of key national priority areas. You will submit an e-portfolio which will include a series of reflective posts evidencing your impact on children's progress, particularly in English, Maths, Science and the Foundation Subjects. You will focus mainly upon one age phase within the age range for which you are training (i.e. FS, KS1 or KS2). You should focus upon the alternative age phase to your first e-portfolio.

By engaging successfully with this module, you will demonstrate the ability to promote good learner progress by using in-depth subject knowledge per se, pedagogical knowledge, child development and positive attitudes to provide an enabling learning environment.

You may use this e-portfolio to reflect on your learning at any time but must include reflections on each of the tasks set as part of the module (see Table 1).

Whilst your reflective writing will be based upon your personal experience of the completion of these tasks, it will also need to draw upon other sources if you are to better understand your experience. Therefore, your e-portfolio should be cross-referenced to a range of evidence, both from academic sources and school-based learning. It should be supported by reference to wider reading.

Word count - Indicative 6 000 words

Table 1: Outline of reflective posts

Post Focus for reflection


number1 Reflect on Summative Report from BP1 and consider the implications for your

PDP. Focus on how you will move your grades from 3 to 2 or 2 to 1. Use the grade descriptors to help you with this.

2 National priority: Behaviour

3 National priority: SEND

4 National priority: EAL

5 National priority: Early Reading

6 National Priority: Early Maths

7 Specialism: Impact on: the school, the children and your own achievement/progress, including identifying opportunities for future continued professional development appropriate to your development as a beginning teacher

8 Reflective response to readings: English / Maths / Science / Foundation subjects

9 Summary of learning: One child's achievement/progress in English, including your impact on the child as a learner and implications for your practice on BP2. Support with reference to wider reading.

10 Summary of learning: One child's achievement/progress in maths, including your impact on the child as a learner and implications for your practice on BP2. Support with reference to wider reading.

11 Summary of learning: One child's achievement/progress in science, including your impact on the child as a learner and implications for your practice on BP2. Support with reference to wider reading.

12 Summary of learning: One child’s achievement/progress in one chosen Foundation subject / area of EYFS which is not your specialism, including your impact on the child as a learner and implications for your practice on BP2. Support with reference to wider reading.

13 Curriculum Conference, including identifying opportunities for your future continued professional development appropriate to your development as a beginning teacher

14 References (including theoretical and research literature)

Assessment criteria

In order to pass this assignment, you will need to:



Fails to demonstrate good learner progress by using subject knowledge per se, pedagogical knowledge, child development and positive attitudes to provide an enabling learning environment.

Demonstrate good learner progress by using sufficiently secure subject knowledge per se, pedagogical knowledge, child development and positive attitudes to provide an enabling learning environment.

Demonstrate good learner progress by using well developed subject knowledge per se, pedagogical knowledge, child development and positive attitudes to provide an enabling learning environment.

Demonstrate good learner progress by using in-depth subject knowledge per se, pedagogical knowledge, child development and positive attitudes to provide an enabling learning environment.

Fails to identify and explain key issues relating to planning, inclusion behaviour management and other national priorities. Inadequate critical evaluation shown.

Demonstrate a sound ability to identify and explain key issues relating to planning, inclusion behaviour management and other national priorities. Show evidence of critical evaluation of key issues.

Demonstrate a good ability to identify and explain key issues relating to planning, inclusion behaviour management and other national priorities. Show evidence of a good level of critical evaluation of key issues.

Demonstrate an excellent ability to identify and explain key issues relating to planning, inclusion behaviour management and other national priorities. Show evidence of a high level of critical evaluation of key issues.

Fails to review and reflect adequately on practice; limited evidence of taking responsibilities for setting and reviewing appropriate targets and identifying opportunities for future continued professional development. Fails to demonstrate an adequate understanding of impact on pupil learning.

Reflection demonstrates an ability to review practice, and take responsibilities for setting and reviewing appropriate targets, identifying appropriate opportunities for future continued professional developmentDemonstrate a secure understanding of impact on pupil learning.

Reflection demonstrates an ability to analyse practice, and take responsibilities for setting and reviewing relevant targets, identifying good opportunities for future continued professional development. Demonstrate a good understanding of impact on pupil learning.

Reflection demonstrates an ability to critically evaluate practice and shows an astute awareness of own development needs in terms of setting and reviewing targets, and identifying effective opportunities for future continued professional development Demonstrate an excellent understanding of impact on pupil learning.

Fail to show evidence of fulfilling their wider professional responsibilities by collaborating with others to identify and deal with complex problems and issues, using relevant frameworks and legislation to promote children's achievement and well-being.

Show evidence of fulfilling their wider professional responsibilities by collaborating with others to identify and deal with complex problems and issues, using relevant frameworks and legislation to promote children's achievement and well-being.

Show good evidence of fulfilling their wider professional responsibilities by collaborating with others to identify and deal with complex problems and issues, using relevant frameworks and legislation to promote children's achievement and well-being.

Show excellent evidence of fulfilling their wider professional responsibilities by collaborating with others to identify and deal with complex problems and issues, using relevant frameworks and legislation to promote children's achievement and well-being.



Teachers Standards addressed: TS3 as the focus: Demonstrate good subject and curriculum knowledge.




1. Promote good learner progress by using in-depth subject knowledge per se, pedagogical knowledge, child development and positive attitudes to provide an enabling learning environment

2. Identify, explain and critically evaluate key issues relating to planning, inclusion behaviour management and other national priorities

3. Reflect on and take responsibilities for setting and reviewing targets and identifying opportunities for future continued professional development appropriate to their development as a beginning teacher

4. Fulfil their wider professional responsibilities by collaborating with others to identify and deal with complex problems and issues, using relevant frameworks and legislation to promote children's achievement and well-being

Formative assessment: E-portfolio to be subject to peer assessment against the assessment criteria.




Exploring a Specialism through TITLE Exploring a Specialism through Collaborative

DevelopmentSI MODULE CODE 7884CREDITS 30LEVEL 7JACS CODE x100SUBJECT GROUP Primary & Early Years EducationDEPARTMENT Teacher EducationMODULE LEADER Adrian Fearn

Collaborative Development

Assignment Brief

For this assignment you will firstly agree, with your school based tutor, an issue or aspect of current importance to learning and teaching in your placement school, ensuring support for this project.

You will then initiate a school development project which will involve planning, implementing and reviewing CPD in the form of Lesson Study for a group of colleagues in the school and which will take place over a period of time. With the group of colleagues, one person will need to teach the planned lesson or lessons (no more than 2) and the others observing the children's learning against agreed criteria. The focus here is not on the teacher and teaching, but on the learners and learning.

This development project will consist of a ‘lesson study activity’ (information on this type of activity will be provided for you). This activity may also incorporate other forms of collaborative development, for example it might involve staff development meetings, research carried out by a group and so forth.

The submitted assignment will have two strands:

a pedagogic focus on the issue or aspect of teaching and learning that you addressed in your lesson study activity and on the development of pedagogic practice in your setting

a focus on the processes involved in professional collaborative development activities and their effectiveness in developing professional practice in your setting.

Your final assessment for this will be in the form of a viva voce which comprises an oral examination using questions that examine the assessment criteria below.

Assessment criteriaSheffield Hallam University: PGCE School Direct Assignments Booklet 2014-15 Page 15

In order to pass this assignment, you will need to ensure your response:


Principles concepts and theories relevant to the effective teaching of your chosen focus in your specific context are not identified.

Identifies, explains and reviews principles, concepts and theories, values and beliefs underpinning the effective teaching of your chosen focus in your specific context.

Identifies, explains and critically evaluates key principles, concepts and theories, values and beliefs underpinning effective teaching of your chosen focus in your specific context.

Provides an effective critique of key principles, concepts and theories, values and beliefs underpinning effective teaching of your chosen focus in your specific context.

Fails to demonstrate that decisions made in planning and teaching were informed by understanding of key theories and principles underpinning the teaching of chosen focus in specific context.

Draws from specific theories and principles to justify decisions made in planning and teaching of chosen focus in specific context.

Provides a well-reasoned justification for decisions made in planning and teaching of chosen focus in specific context.

Provides a well-reasoned justification for a range of decisions made in planning and teaching of chosen focus in specific context.

Fails to review the process of collaborative professional development within this project. Links with relevant theories and principles are not made.

Refer to specific theories and principles in reviewing the process of collaborative professional development within this project. Factors which contributed to the development of the professional practices of the group are identified.

Provides a considered review of the process of collaborative professional development within this project. The review is well supported by reference to specific and relevant theories. Key factors which contributed to the development of the professional practices of the group are explained.

Provides a thorough critique of specific theories and principles and applies this to a review of the process of collaborative professional development within this project. A range of factors which contributed to the development of the professional practices of the group are discussed.

Fails to evaluate the impact of the project on the children’s learning. Ideas for further dissemination of findings are not included.

Evaluates the impact of the project on children’s learning, identifying key contributing factors. Ideas for further dissemination of findings are included.

Evaluates critically the impact of the project on children’s learning. Key outcomes of the project identified for further development and dissemination are clearly identified and appropriate.

Presents an insightful critical evaluation of the project, focusing on children’s learning. A range of relevant outcomes of the project are identified for further development and dissemination. Creative ideas for further dissemination of findings are included.



Teachers Standards addressed: TS8 as the focus




Identify, explain and evaluate the principles, concepts, theories, values and beliefs in relation to, and at the forefront of, education for your chosen area of specialism

Synthesise key theories in relation to teaching and learning, setting these in a professional context, making and justifying decisions about those which may be ambiguous or uncertain.

Be able to make informed professional judgements by critically analysing evaluating and identifying the relevance and significance of principles, concepts, beliefs, values, ethics and other information in relation to collaborative professional development.

Fulfil their wider professional responsibilities by collaborating with other professionals to identify and deal with complex problems and issues, to enhance the understanding and engagement of a wider educational audience.

Formative assessment - You will be given opportunities for formative assessment focussing on the pedagogic focus and collaborative elements, as well as the format of a viva voce.


There is no in-module retrieval (IMR) available for this assignment.


PGCE Primary & Early Years

School Direct Assignment Submission Dates 2014-15

*Correct at time of going to print. Trainees should check Assignment Manager / Assessment Diary on Blackboard for changes.

Module title (& code)Assessed via:

*Submission dates

IMR Module leader

Reflecting on Approaches to Teaching (7986) (Masters 1)

Essay: ‘Talk Assignment’ (Level 7)

Friday 9th Jan 2015

Yes Marie Helks

Professional Practice and Curriculum Studies 1 (6797) (Task 2)

Portfolio: ‘Pebble Pad 1’ (Level 6)

Friday 16th Jan 2015

Yes Adrian Fearn

Professional Practice and Curriculum Studies 2 (6796) (Task 2)

Portfolio: ‘Pebble Pad 2’ (Level 6)

Friday 29th May 2015

Yes Marie Helks

Exploring a Specialism through CollaborativeDevelopment (7884) (Masters 2)

Viva Voce examination: ‘Lesson Study’ (Level 7)

Friday 26th June 2015

No Adrian Fearn


web viewsummary of learning: science . 15. ... use the grade descriptors to help you with this. 2....

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