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PGCE Art and DesignSubject Handbook 2017-18

IntroductionWelcome to the University of Brighton and the PGCE Secondary Art and Design route. This subject handbook will help you to understand the subject-specific aspects of your course.

Contents

1. Staff Names and Contact Details …………………………………………………… 1

2. The Art and Design Subject Specialism ………………………………………….. 1

3. Programme……………………………………………………………………………. 6

4. Mapping Subject Sessions Against the Teachers’ Standards …………………… 11

5. Modules and Assessment Tasks …………………………………………………… 13

6. Assignment Submission Dates ……………………………………………………… 16

Please note:This handbook has been produced as early as possible in the interests of trainees and tutors. Changes may be made to some of the information during the academic year. At the time of going to print all information was correct, but the team reserves the right to make changes as necessary as part of the on-going process of programme development. We always welcome any feedback from trainees on using the handbook.

1. Staff Names and Contact Details

Route Leader / Support Tutor: Sally JohnsonLocation: Checkland A107Email Address: S.N.Johnson@brighton.ac.ukTelephone 01273 643456

Sally is the Route Leader for the PGCE Art and Design course and is the lead for Student Experience and Equality on the PGCE secondary programme. She is also the School of Education Subject Co-ordinator for Art and Design. Sally also teaches on the undergraduate primary programme. Sally has a BA (Hons) Fine Art, an MA in Fine Art and a PGCE Art and Design and has extensive experience of teaching in different secondary schools and colleges for further education in the South East as a tutor and mentor and Head of Department. She has also taught in adult education and the primary sector, as an artist in residence and as a curriculum specialist and consultant. She has worked as a self-employed artist and teacher. She has led training sessions for teachers and students in a range of settings including workshops in galleries and museums and worked on an art curriculum project for the University of Cambridge. She is a practising and exhibiting artist. Current research and scholarly interests are concerned with developing the artist teacher model and working with arts organisations to establish links and develop the role of Art, Craft and Design education in secondary schools.

2. The Art and Design Subject Specialism

The University of Brighton PGCE Secondary in Art and Design programme offers trainees specialist subject training to develop the necessary knowledge and understanding of Art and related pedagogy, to enable them to teach Art, Craft and Design across the full age and ability range of training. Subject education takes place through lectures, seminars, practical workshops, visits to museums and galleries and arts organisations, independent study in the University, assignments, placement-based tasks, and of course, through school experience.

The Art and Design subject training is crucially underpinned by the Education Studies and Professional Studies programme and tasks. Many of the factors you will be asked to consider in relation to your teaching of Art, Craft and Design – such as how pupils learn, equality issues and communication – are largely generic, but will need to be considered in the light of experiences within art, and also within the teaching context of your school and department.

We look in detail at the purpose and place of why we study Art and Design in the secondary curriculum and the skills and knowledge required to do so. Developments of these areas are monitored throughout the course in the form of the Subject Audit; the Action Plan, assignments, teaching resources, portfolio and sketchbooks and the e-Portfolio (PebblePad).

The subject specialism content of the programme is designed to prepare you as a critically reflective and informed practitioner to teach Art and Design successfully during school-based training and beyond at Key Stage 3 and 4. By the end of the programme you will have, in the context of Key Stage 3 and 4 the ability to demonstrate:

1. a secure and up to date knowledge and understanding of Art and Design that enables you to teach it confidently and competently;

2. a critical understanding of statutory and non-statutory curricula in Art and Design and how to plan in line with these;

3. an understanding of Art and Design transition and progression across key stages;

4. a critical understanding of the key debates and pedagogies in Art and Design and awareness of the ways in which Art is perceived and used in society;

5. an emerging philosophy of the nature and purpose of the subject and your professional stance as an Art and Design teacher;

6. a creative and constructively critical approach to the development and evaluation of effectively planned and inclusive Art and Design lessons / sequences of lessons;

7. a knowledge of the range of resources / activities available for Art and Design and an ability to critically prepare, select and justify a variety of resource materials;

8. the self-confidence, flexibility, evaluative and reflective skills in Art and Design that enable you to engage in planning creative teaching and learning activities and respond to future educational change;

9. knowledge and understanding of a range of teaching, learning and assessment strategies for Art and Design and how to use and adapt them to meet the varying needs of learners and support their progress;

10. an understanding of how to make provision effective for all learners in order to take an active and practical account of the principles of equality, inclusion and diversity in your teaching.

We recognise the value of Art and Design at KS5 and provide enhancement opportunities at this level i.e. workshop on creative teaching and learning in Art and Design at KS5; visit to a school offering AS / A level Art and Design; experience of teaching at KS5; specialist subject knowledge enhancement days.

Art and Design is an academic and multi-disciplinary enterprise. You bring your subject expertise gained from a range of experiences to the course. You are encouraged to explore this; reflecting on experiences and considering ways of using your knowledge and skills to design quality learning for pupils. You will be encouraged to develop your own ideas and approaches in professional, critically reflective and practical ways. The plurality of views and the depth of integrity of current debate for the place, role and purpose of Art and Design in the curriculum are reflections of the importance and value of the subject. We support the role of the Art teacher being an ambassador and advocate for Arts education. Trainees on the programme are from a variety of Art related disciplines and backgrounds, bringing their own agendas, commitments and perspectives. Everyone brings valuable expertise and experience to draw on and has individual needs. You will be able to share ideas, learn from each other and support one another – in many ways working as team on this exciting journey!

During the course you will be introduced to readings that assert the value of Art in human experience from a variety of perspectives including academic Art educators directly addressing themes within the context of teaching and learning in formal education, philosophers and learning theorists in relation to Art education. Artists’ views on the value and purpose of Art and Art education have also been very influential in shaping the Art curriculum that we have today, and you will be encouraged to make links between their ideas and those of other thinkers and writers within the cultural and intellectual development of their time. Government agencies and regulating bodies such as the DFE focus on developing policies, structures and practices to locate teaching, learning and schooling within an implicit political programme. This agenda is articulated through policy documents, statutory frameworks, curriculum support materials and Ofsted inspections. We also look at the place of Art in the economic, creative industries and cultural domain.

We support and study the Artist-Teacher model and approach to teaching and learning. At the University of Brighton the Art team believe that successful Art teaching is based on a profound understanding of the process and purpose that can best be gained through immersion in critical/creative practice, and in the rigorous evaluation of its outcomes. The teacher’s own creative practice is a recognised form of professional research that sustains their passion and enthusiasm for the subject, provides a rich resource of ideas for teaching, and forms a strong basis for authoritative advocacy for Art in the curriculum. Not all artists have the interpersonal, organisational and communication skills to become successful teachers, but we believe that, in order to carry conviction with their trainees, all Art teachers must be, in some sense, both artists and critics.

The Subject Education and Subject Study areas are intended to develop your own creative and critical practice in relation to the Art and Design curriculum, and to encourage you to view Art teaching itself as a creative endeavour. Studio workshops are thus central to the programme, and provide a vehicle

for both the development of your subject knowledge and your awareness of yourself as a teacher and learner. The Subject Study component of the course places emphasis on the development of your subject knowledge in areas that are most relevant to the school curriculum. The need for this becomes quickly apparent when you start to look at your timetable in school and are expected to contribute to an area of Art, Craft or Design in which you may be relatively inexperienced.

Curriculum workshops in a range of Art, Craft and Design disciplines required for effective delivery of the curriculum at Key Stages 3 and 4 and Advanced level are provided. Our priority is to ensure that you have opportunities to expand your personal subject expertise in order to teach these disciplines competently. You are encouraged to share your specialist skills with your peers by contributing to the planning and teaching of workshops. You are also urged to make optimum use of opportunities on your placements and in your independent study time to develop your subject knowledge base, and to become involved in innovatory practice.

There will be different workshops, each exemplifying a different model of /approach to Art teaching, through a structured learning programme. The objectives of these workshops are to enable you to identify your own and others skills and your own areas for development; to further your experience of collaborative working practices, and to become familiar with managing the spaces, facilities and resources of the subject teaching facilities. You will develop practices in subject areas and consider implications for teaching in the secondary classroom. You will have the opportunity to work in small groups to develop communication, team building skills and planning. Tutor and peer-led sessions embed planning, resource management, differentiation and evaluation, and are intended to provide a secure and supportive environment in which to practise your planning and teaching and collaborative learning. Links will be made to cross-curricular approaches and the national priorities, numeracy and literacy and the National Curriculum. We look at resources, thematic approaches, technique and skill based approaches and also make links to a critical and contextual studies perspective. This is supported with a range of visits and links with museums, galleries and work with Arts organisations. Through this you will be introduced to strategies for mapping and planning the development of your own and pupils’ knowledge and skills, and for designing a critical studies curriculum that offers continuity and progression in its own right. Through practical gallery tasks, you will engage with a range of interpretative approaches, and consider ways of using artists’ work to develop pupils’ conceptual and cultural knowledge and understanding. This will encompass aspects of widening participation and looking at contemporary art and the role of the artist practioner.

The workshops should enable you to create a collection of quality teaching resources that will not only enrich your teaching portfolio, but will provide evidence of the development of your subject knowledge for the e-Portfolio (PebblePad). They are aimed at helping you develop planning, teaching and assessment and are linked to classroom practice and University assignments.

Each workshop will involve: documentation of your exploration of media, techniques and processes; identifying critical and contextual studies relevant to the practical study area; consideration of the area in relation to the Art, Craft and Design curriculum, cross-curricular

themes, teaching standards and national priorities; the interpretation of ideas and processes in lesson plans and curriculum development.

The Learning Objectives of the workshops are that by the end of the workshop sessions you will: demonstrate an enhanced subject knowledge profile, relevant to the school curriculum; recognise potential links between your practice in Art, Craft and Design, the Art curriculum,

and the learning needs of all pupils; be able to identify and evaluate a range of models of Art and Design teaching and learning; be able to use the foregoing knowledge and skills to inform your lesson and programme

planning.

The Learning Outcomes of the workshops that should be documented on the e-Portfolio are:

a collection of experimental works and finished pieces demonstrating the acquisition of new knowledge and skills or the development and refinement of existing skills;

notes summarising what has been experienced and learned; evaluations showing developing awareness of teaching and learning implications; responses in discussion indicating awareness of planning principles; successful completion of the assessment items Task 1 (lesson planning) and Task 2 (a

rationale for teaching Art and Design) in Module EA670 ; successful completion of the assessment items for Module EA771 Subject Masters

Assignment: Course Folio Exhibition and Viva Voce interview.

It is a clear expectation of the PGCE Art and Design programme that you will engage with research, scholarship, theoretical and policy literature and its relationship to practice. We encourage trainees to read widely around Art and Design and draw upon scholarship to inform classroom teaching; we promote the importance of continuing subject-specific professional development. A number of mechanisms are in place to support you in the development of your subject knowledge but recognising that you are ultimately responsible for its development, though we support you in acquiring the skills to access and use it.

a) Prior to the PGCE Programme

Even prior to starting the PGCE programme you will have developed your subject knowledge in a number of ways. In pre-course guidance you were directed to appropriate information in books, journals, reports, videos and curriculum materials advised to complete a number of tasks in preparation for your PGCE related to:

understanding subject syllabuses and frameworks in Art and Design; understanding issues and pedagogies in Art and Design; developing subject knowledge.

b) During the PGCE Programme Period

The early weeks of the course are designed to ease you into the University group, the school and the teaching profession. Part of this process is to recognise when help is needed and seek it out, to form good working relationships with those around you and to be ready to share common concerns with other trainees, your school mentor, professional tutor and University team.

During the programme you:

complete a subject audit identifying initial strengths and gaps in knowledge to be addressed and develop an action plan – this is revisited at various stages of your programme to monitor your ongoing development in subject knowledge;

present, discuss and debate your Art and Design practice to date (graduate seminars) which aim to raise your awareness of the nature and scope of contemporary art practice, to encourage you to reflect on its implications for Art in schools, to support your communication and presentation skills and enable you to get to know each other, and to identify each other’s knowledge and skills;

use the subject audit to identify an area of relative weakness from the KS3 / 4 curriculum and later develop this as a strength, demonstrable in the construction of a visual display/exhibition and accompanying viva;

take part in a skills exchange where you make yourself available to support others in areas where you are strong;

visit exhibitions, museums and galleries; start to maintain an ongoing portfolio of subject knowledge materials and resources attend a programme of subject knowledge workshop days delivered by subject specialists; develop your communication and presentation skills; consider how approaches to learning in Art, Craft and Design may influence the ways in which

you teach;

recognise the relationship between learning and teaching in Art and Design; develop your rationale for the value of Art, Craft and Design in the curriculum, be able to

identify the unique contribution of Art to pupils’ learning and demonstrate an informed awareness of key theorists and debates on Art education;

prepare effectively for school based training.

A variety of approaches to teaching and learning are utilised throughout the programme and innovative classroom practices modelled, drawing upon:

• tutor led presentations• trainee led presentations • tutor led seminars • trainee led seminars • practical workshops • group-work• digital technologies• media based activities • group visits • tutorials • sessions by visiting lecturers • links with subject organisations• independent directed study• a range of Art and Design pedagogies

We value and promote the importance of good subject and curriculum knowledge. Expert subject and curriculum tuition in school- and university-based training emphasises the centrality of good subject and curriculum knowledge as the means to engage and inspire pupils. Trainees are assessed against the Teachers’ Standards commensurate with the stage of school- and university-based training. We provide expert subject-specific pedagogical training. Through school- and university-based input, assignments, tasks and guidance trainees develop a keen understanding of effective approaches to support learning and progress in Art and Design.

3. Programme

DATE TIME SESSION VENUE SUBJECT AREA/ITT core content

4.9.17 9-2

2-4

Subject Time: including enrolment (Art in B406 at 10)Meeting the group, introduction to the programme and expectations.Introduction to EA670 subject studyHandbooksDrawing task

Whole Cohort Session: Secondary Professional Year (various inputs)

D130

C122

TS3, TS8, TS1

5.9.17 9- 4 Subject Time:Graduate seminarsRecording to chart developing progress

D130 TS2, TS3, TS8

6.9.17 9-10.30

11-12

12-2

1-4

Whole Cohort Session: Professional Studies – Safeguarding: Teachers and the Law

Whole Cohort Session: Professional Studies – Professionalism and Introduction to School-Based Training- Sarah Fitzjohn-Scott

Falmer Student Union Postgraduate Welcome Event (drop-in)

Student Directed Time

W100

Ringmer House

TS8

7.9.17 9-10.30

11-4

Whole Cohort Session: Professional Studies – Introduction to Professional Development through the e-Portfolio

Subject time: Visit to The Towner Gallery, Eastbourne

W100 TS1,TS3, TS4, TS5, TS8

8.9.17 9-11

11.30-12.30

12.30-1.15

2-4

Whole Cohort Session: Professional Studies – Voice Management and Projection

Subject Time: Audit, pre-course tasks

Library Induction

Subject Time: Audit, pre-course tasks. Visit to the Curriculum centre

W100

D130

Library

D130

TS3, TS6

11.9.17 9-10.30

11-12

1-3

3-4

Whole Cohort Session: Education Studies – Introduction to Education Studies

Mixed group follow-up seminar

Subject Time: Developing a rationale for Art and Design-Why do we teach Art, Craft and Design in secondary schools?

Preparing for animation workshop

C128

D130

D130

TS1

TS3, TS4

12.9.17 9–4 Subject Time: Cross –curricular workshop Art and MFL exploring visual literacy and digital technologies Links to LiteracySally Johnson and Karen Murray-Hall

D130 TS3, TS4, TS5

13.9.17 9-10.30

Whole Cohort Session: Education Studies – Learning: Philosophies and Theories

C128 TS2, TS4

11-12

1-4

Mixed group follow-up seminar

Student Directed Time14.9.17 9-

10.30

11-12

1-2.30

2.30-4

Whole Cohort Session: Education Studies - Inclusion

Mixed group follow-up seminar

Subject Time: Why is Art an inclusive subject?- Alison Hermon

Subject Time: Introduction to Peer-Led Workshops – Ravilious-Tutor led session linking to Drawing and NumeracyPlanning 1- What are we learning? (objectives) What are the success criteria?What will I need? (resources)The University lesson proforma- looking at teaching and learning episodes.

C128

D130

TS2, TS4, TS5

15.9.17 9-4 Subject Time: Print workshop ’The Sea’ - Sam Hobbs Planning 2- making resources and examples and looking at differentiated resources. Questioning.

D130 TS1, TS2, TS3, TS4, TS5

18.9.17 9-12

1-4

Whole Cohort Session: Education Studies – Great Teacher, Great Lesson

Subject Time: Planning for peer-led workshops- textiles, paint, 3D structure, photographyClassroom management- organization of resources, distribution and storage of work, the teacher, the pupils, the environment, clearing up

W100

D130

TS1, TS8

TS2, TS3, TS4

19.9.17 9 – 1

3-4.30

4-6.30

Subject Time: Peer led workshops x 2

Introduction e-portfolio

Mentor Twilight at Falmer

D130

Library 108

TS1, TS2, TS3, TS4, TS5

20.9.17 9-10.30

11-12

1-4

Whole Cohort Session: Education Studies - Memory

Mixed group follow-up seminar

Student Directed Time Peer-led workshops planning continued

W100 TS1, TS2, TS4

21.9.17 9-12

1-4

Whole Cohort Session: Education Studies - Behaviour

Subject Time: Peer led workshops x 2

W100 TS1, TS7

TS1,TS2,TS3,TS4, TS5

22.9.17 9–4 Subject Time:Behaviour Management in Art and DesignMemory in Art and DesignPreparing and planning for placement including Partnership information and formsSchool based tasksTutorialse-portfolio

D128/ D129

TS3, TS7, TS4, TS8

25.9.17-4.10.17

School-Based Training Days

Thursday5.10.17

10 -12(n.b)

Whole Cohort Session: Education Studies – The Disadvantaged, Closing the Gap and Supporting Pupil Progress through the use of data

W100 TS2,TS4,TS6

1-3

3-5

3-5pm

Subject Time: Follow –up on School based tasksIntroduction to Glyndebourne

Tutorials

Optional e-portfolio

D130

Lib 108

Friday6.10.17

9-4

1-4

3-5pm

Subject Time: Photography workshop - Sam HobbsPlanning 3: Starters and Plenaries Giving feedback.

Tutorials

Optional e-portfolioIntroduction to Academic Writing 1

D128/ D129

Lib106

TS2, TS3, TS4, TS6

WEDNESDAY 11.10.17 Glyndebourne: Performances for schools: Mozart ‘Cosi fan tutte’ (arrange with mentors)Thursday12.10.17

9-10.30

11-12

1-2

2-4

Whole Cohort Session: Education Studies – Assessment for Learning and Teaching

Mixed group follow-up seminar

Subject Time: Assessment in Art- EV670Feedback on Glyndebourne- looking at the Arts.

Programme Board

C122

D130

TS2, TS4, TS6

Friday13.10.17

9-4

3-5pm3-5pm

Subject Time:Developing a rationale for Art in the curriculumLooking at SMSC- spiritual, moral, social and cultural development and British ValuesPlanning for GCSE pupil workshop visit to University-practical workshop and making resources

Optional e-portfolioIntroduction to Academic Writing

D128/D129

Lib107

TS3, TS4, TS6

16.10.17 – 27.10.17

HALF-TERM

Friday 27th October EA670 Task 2 Task 2: 2000 word rationale to justify the place of Art in the curriculum.

2.11.17 9-10.30

11-12

1-4

Whole Cohort Session: Education Studies - Curriculum

Mixed group follow-up seminar

Subject Time: AQA- Assessment In Art, new exam specifications for Art and Design

C122

D130

TS1, TS8T

TS3, TS6

3.11.17 9-4 Subject Time: GCSE visit – St Richards Catholic CollegePlanning and teaching workshop for GCSELooking at planning for pupils of different abilities including high ability

D128/D129

TS1, TS3, TS4, TS5

9.11.17 9-10.30

11-12

1-4

Whole Cohort Session: Education Studies – Mental Health, Wellbeing and Resilience

Mixed group follow-up seminar

Subject Time: Planning 4- short and long term planning looking at curriculum content and schemes of work

C122

D130

TS8, TS5

TS4

10.11.17 9-4 Subject Time: M level and developing critical thinking- D128/ TS2, TS3, TS8

Sam HobbsAction planningLooking at mentor meetings- SD forms. Tutorials

D129

13.11.17-26.01.18

School-based training Block Placement (SDT go to SBT2 on 22.1.18)

Friday 24th November ET570 Core and SDT School-based Training 1 Interim Assessment Report (SB)

Friday 8th December M Level Essay: Submit outline proposal pro forma for essay via email to your subject tutor.

Tuesday 2nd January EA670 Task 1: Research, plan, prepare for, teach and evaluate a teaching session using the university lesson plan proforma.

Friday 19th January ET570 Core and SDT School-based Training 1 Final Assessment Report (SC)

DATE TIME SESSION VENUE3.1.18 9-4 Mid-SBT Conference: Developing Inclusive

PracticeFalmer Campus

TS1, TS5

29.1.18 9-4 Subject Time: Brighton and Hove Joint practice day- tbc

D130 TS3, TS8

30.1.18 9-4 Subject Time: Reflections on School based training.e-portfolio reviewLooking at good practice- sharing work from schools

D130 TS1, TS2

31.1.18 9-11

11-12

1-4

Whole Cohort Session: Education Studies: Research in Education

Mixed group follow-up seminar

Subject Time: tbc

C128

D1301.2.18 9-4 Subject Time: Proposed gallery/exhibition visit- looking

at critical and contextual links in Art and DesignD130 TS1, TS3, TS8

2.2.18 9-4 Subject Time: Visit to Angmering School- looking at KS5 and Photography. The NQT year Sam Hobbs

D130 TS1, TS3, TS4, TS5, TS7

5.2.18 9-4 Subject Time: Workshop Ceramics and Casting D130 TS3, TS4

6.2.18 9-2

2-4

Subject Time: Workshop Extending digital technologies

Programme Board

D130 TS3, TS4

7..2.18 9-2

1-2

2-42-4

4.-6.30

Whole Cohort Session: Education Studies – Equality, Inclusion and Diversity (British Values and SMSC)

Mixed group follow-up seminar

Subject Time:Introduction to Academic Writing 2: Writing at Master’s Level

Mentor Twilight at Falmer

W100 TS1, TS5, TS6, TS7, TS8

8.2.18 9-4 Subject Time: Workshop Textiles: Batik and Felt and Recycling Preparation of portfolios.

TS3, TS4, TS8

9.2.18 9-4 Subject Time: Painting Workshop exploring experimental and abstract approaches- Sam Hobbs. Extending work with M level. Applications and Interviews.

TS1, TS3, TS8

12.2.18-16.2.18

HALF-TERM

19.2.18-25.5.18

School-Based Training Days (SDT go to SBT3 at the host school on 26.3.18)

Friday 23rd February ET770 Task 3 M Level Essay: Submit for interim formative assessment – 1500 word essay.

Friday 16th March ET770 Task 1 SDT School-based Training 2 Final Assessment Report (SC)

Tuesday 29th March ET770 Task 1 Core School-based Training 2 Interim Assessment Report (SB)

Friday 13th April EV670 Education Studies: 3000 word essay.

Friday 18th May ET770 Task 1 School-based Training 2 (Core) and 3 (SDT) Final Assessment Report (SC)

16.4.18 9-4 Mid-SBT Conference: Moving Forward: Making Progress

Falmer Campus

TS8

DATE TIME SESSION VENUE28.5.18 BANK HOLIDAY29.5.18 9-4 Subject Time:

Preparation for EA771 and ET770 task 2D130

30.5.18 9-4 Subject Time:Preparation for EA771 and ET770 task 2 and ET770 task 3

D130

31.5.18 9-2

2-4

Subject Time: e-portfolio ET770 task 2 Sally and Sam

Programme Board

D130

1.6.18 9-4 Subject Time: ET770 task 3- M Level Tutorials- Sally and Sam

D130

4.6.18 9-4 Subject Time: Preparation for EA771 Mount exhibition

D130

5.6.18 9-4 Subject Time:Preparation for EA771 Mount exhibition

D130

6.6.18 9-4 Subject Time:EA771 Viva

D130

7.6.18 9-4 Subject Time:EA771 Viva

D130

8.6.18 9-11

11-12

4-7

Whole Cohort Session: Education Studies: Thriving and Surviving in the NQT Year and for a Successful career in TeachingFalmer Farewell Drinks Reception

PGCE Open Evening Exhibition

tbc

11.6.18 Subject Time: ET770 task 3 D13012.6.18 Subject Time: ET770 task 3 D130

13.6.18 ET770 Task 3 M Level: 3000 word essay hand in.End of Course

D130

4. Mapping Subject Sessions Against the Teachers’ Standards

This chart shows the principal standards that are addressed in each subject session:

Subject Sessions TS1 TS2 TS3

TS4 TS5

TS6 TS7 TS8

Part 2

Subject Time: Meeting the group, introduction to programme and expectations.Introduction to EA670 subject study.Drawing task

√ √ √ √

Subject Time:Graduate seminars

√ √

Subject time: Visit to The Towner Gallery √ √ √ √ √Subject Time: Audit, pre-course tasks Library Induction Curriculum Centre

√ √

Subject Time: Developing a rationale for Art and Design- Why do we teach Art, Craft and Design in secondary schools?Preparing for animation workshop

√ √ √ √

Subject Time: Cross –curricular workshop Art and MFL exploring visual literacy and digital technologies Links to Literacy

√ √ √ √

Subject Time: Why is Art and inclusive subject?

√ √ √ √

Subject Time: Introduction to Peer-Led Workshops Tutor led session linking to Drawing and NumeracyPlanning 1- What are we learning? (objectives) What are the success criteria? What will I need? (resources)The University lesson proforma- looking at teaching and learning episodes.

√ √ √

Subject Time: Print workshop ’The Sea’ - Planning 2- making resources and examples and looking at differentiated resources. Questioning.

√ √ √ √ √

Subject Time: Planning for peer-led workshops- textiles, paint, 3D structure, photographyClassroom management

√ √ √ √

Subject Time: Peer led workshops x 4 √ √ √ √ √ √

Subject Time:Behaviour Management in Art, Memory in Art and DesignPreparing and planning for placement including Partnership info and formsSchool based tasks, Tutorials, e-portfolio

√ √ √ √

Subject Time: Follow –up on School based tasksIntroduction to Glyndebourne

√ √ √ √

Subject Time: Photography workshop - Planning 3: Starters and Plenaries Giving feedback.

√ √ √ √

Glyndebourne: Performances for schools √ √ √Subject Time: Assessment in Art- EV670Feedback on Glyndebourne- looking at the Arts.

√ √ √ √

Subject Time:Developing a rationale for Art in the curriculum, SMSC and British ValuesPlanning for GCSE pupil workshop visit to University-practical workshop and making resources

√ √ √ √

Subject Time: AQA- Assessment In Art, new exam specifications for Art and Design

√ √

Subject Time: GCSE visit-Planning and teaching workshop Looking at planning for pupils of different abilities including high ability.

√ √ √ √ √

Subject Time: Planning 4- short and long term planning looking at curriculum content and schemes of work

√

Subject Time: M level and developing critical thinking. Action planning.Looking at mentor meetings- SD forms. Tutorials

√ √ √ √

Subject Time: Brighton and Hove Joint practice day- tbc

√ √ √

Subject Time: Reflections on School based training. e-portfolio review

√ √

You may find this one page overview of the Teachers’ Standards helpful in understanding the above: www.gov.uk/government/publications/teachers-standards

5. Modules and Assessment Tasks

EA670 Subject Education (20 credit points)

The aim of the module is to ensure that you develop your subject teaching competences to be prepared to deliver your specialist subject. In this module you will become familiar with historical, philosophical and pedagogical rationales of specialist subject in the curriculum, in order to engage actively in professional debates within Art and Design.

Learning OutcomesLO1 Demonstrate a creative approach to the development of effectively planned lessons that are appropriately resourced and inclusive.LO2 Show a constructively critical approach to the development and evaluation of lessons.LO3 Demonstrate a secure and up-to-date knowledge and understanding of the nature and purpose of Art and Design in the curriculum.LO4 Show a critical engagement with relevant research, theory, policy

Details of assessmentTask 1: (Weighting 50%) 2000 words equivalence – LO1 and LO2Research, plan, prepare for, teach and evaluate a teaching session using the university subject lesson plan pro forma.

Task 2: (Weighting 50%) 2000 words – LO3 and LO4Write a 2000 word rationale to justify the place of Art and Design in the curriculum.Submission dateTask 1: Tuesday 2nd January 2018Task 2: Friday 27th October 2017

EA771 Subject Study (20 credit points)

This module is designed to ensure that you develop and strengthen your specialist subject knowledge and understanding and its application to teaching and learning.

Learning OutcomesLO1 Develop critical responses to theoretical discourses and practices within the field of Art and Design.LO2 Demonstrate a creative, critical and reflective response to innovative approaches in teaching and learning.LO3 Demonstrate deep and systematic understanding of Art and Design subject content knowledge and / or subject pedagogical content knowledge.LO4 Demonstrate a deep and systematic understanding of the Art and Design curriculum, relevant initiatives and assessment frameworks.

Details of assessment Task (100%): An outcome comprising two components:

The design and production of a teaching resource (display) which exemplifies good contemporary practice in an area of the subject;

A negotiated submission (viva) demonstrating breadth and depth of understanding of issues/debates in the subject.

Submission date: Wednesday 6th June, Thursday 7th June 2018EV670 Education Studies (20 credit points)

The aim of the module is to support the development of your pedagogy and professionalism as a secondary education specialist. The module will develop professional attributes, knowledge and skills to support informed and critical awareness of the interconnected nature of theory, policy and practice.Learning OutcomesLO1 Participate in the broader professional discourse concerning the values, aims, policies, strategies and structures of education.LO2 Critically reflect upon a range of strategies for meeting the needs of the individual learner.LO3 Critically engage with reading and research on issues in education.LO4 Demonstrate an understanding of the connections between theory, policy and practice.

Details of assessment: 3000 word essayWhat role does assessment play in the teaching and learning of Art and Design?

Submission date Friday 13th April 2018

ET570 Secondary School-Based Training 1 (20 credit points)

This module aims to provide opportunities for you to gain specific experiences and demonstrate competences linked to the current Standards for teachers. It will enable you to reflect upon and evaluate experiences, identify professional strengths and needs, and set targets for improvement.

Learning OutcomesLO1 Communicate effectively with young people, colleagues, parents and carers, recognising the contribution all of these groups of people make, to effective pupil learning.LO2 Plan and teach lessons and sequences of lessons which reflect high expectations of pupils and cater for diversity, equality and inclusion.LO3 Plan and teach lessons and sequences of lessons which reflect a secure knowledge and understanding of their subject, within the boundaries of appropriate statutory and non-statutory curricular frameworks.LO4 Plan and teach lessons and sequences of lessons which reflect innovative approaches to engage and challenge pupils, with opportunities for pupils to develop literacy and numeracy and ICT skills.LO5 Demonstrate and deploy effective behaviour management strategies enabling pupils to learn in a purposeful, safe environment.LO6 Demonstrate the capacity to contribute to teaching teams, work collaboratively with members of staff and specialist teachers and plan for the deployment of additional adults.LO7 Show how to assess, monitor and record pupils’ progress using a range of assessment strategies, including constructive feedback and support and guidance for pupils.LO8 Reflect on and improve practice by acting on advice and evaluating the impact of their teaching on pupil learning.LO9 Demonstrate knowledge of the professional duties of teachers including the well-being of young children both inside the classroom and in out-of-school learning contexts.

Details of assessmentThe outcome of the school-based training period is determined on a pass / fail basis. University advisers and school mentors use the university assessment schedule to make judgments about students’ achievement. These judgments are based on observations of your teaching and the scrutiny of the professional files* and are linked explicitly to the current Teachers’ Standards.

Professional files include the e-Portfolio (PebblePad) and all trainee files showing planning, evaluations, resources, etc. The successful completion of the 'Tasks and Expectations of the School-based Training Period’ as outlined in the School-based Training section of this Handbook, are included in this assessment task.

ET770 Professional Studies [including the PGCE final school-based training period](40 credit points)

This module aims to provide opportunities for you to gain specific experiences in order to develop and demonstrate that you have met the current Standards for teachers.

This module will provide you with the skills, knowledge and understanding necessary for the role of the reflective and critical teacher. Practice will be considered in relation to education theory and policy frameworks.

Learning OutcomesLO1 Provide evidence of achievement of the current standards for teachers for Qualified Teacher Status (QTS).LO2 Critically reflect on professional learning and future professional development targets.LO3 Critically engage with relevant scholarship.LO4 Show a deep and systematic understanding of relevant frameworks.LO5 Critically reflect upon professional practice.LO6 Demonstrate an informed and critical understanding of the relationship between theory, policy and practice.

Details of assessmentTask 1: Final School-based Training Period (LO1)

School mentors, supported by university tutors, use the University’s grading descriptors to make judgements about your achievements in the context of the final school-based training period. Judgements are linked specifically to the current Standards for teachers and are based on observations of teaching and scrutiny of your trainee file. The outcome of the school-based training period is determined on a Pass/Fail basis.

Task 2: e-Portfolio Presentation (LO2)(Equivalent to 1500 words)

You will deliver an individual presentation using your completed e-Portfolio (PebblePad) to critically reflect on your professional development.

Task 3: Reflection and Review (LO3-LO6)

A final reflective piece of 3000 words, which builds upon reflections and reviews undertaken throughout the year, will be submitted at the end of the course.

Tasks 2 and 3 will be marked by the subject tutor on a Pass/Fail basis.Submission dateTask 2: Thursday 31st May and Friday 1st June 2018Task 3: Wednesday 13th June 2018

6. Assignment Submission DatesALL trainee assignments must be submitted by 4.30pm on the due date.

2017 Date Module DescriptionFriday 27th October EA670 Task 2 Task 2: 2000 word rationale to justify the place

of your specialist subject in the curriculum. Friday 24th November ET570 Core and SDT School-based Training 1

Interim Assessment Report (SB) Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 8th December ET770 Task 3 M Level Essay: Submit outline proposal pro forma for essay via email to your subject tutor.

Tuesday 2nd January EA670 Task 1 Task 1: Research, plan, prepare for, teach and evaluate a teaching session using the university lesson plan proforma.

2018 Friday 19th January ET570 Core and SDT School-based Training 1 Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 23rd February ET770 Task 3 M Level Essay: Submit for interim formative assessment – 1500 word essay.

Friday 16th March ET770 Task 1 SDT School-based Training 2 Final Assessment Report (SC): Trainees following the School Direct (Tuition) route receive a school-based Training 2 Final Assessment Report (SC) at this stage. Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Tuesday 29th March ET770 Task 1 Core School-based Training 2 Interim Assessment Report (SB): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Friday 13th April EV670 Education Studies: 3000 word essay.

Friday 18th May ET770 Task 1 School-based Training 2 (Core) and 3 (SDT) Final Assessment Report (SC): Discussed with mentor who completes the profile form and sends an e-copy to the Partnership Office. The school retains a copy and gives you a copy to upload into your e-Portfolio (PebblePad).

Thursday 31st May Friday 1st June

ET770 Task 2 e-portfolio presentation

Wednesday 6th June, Thursday 7th June

EA771 Subject Study Display and Viva

Wednesday 13th June ET770 Task 3 M Level: 3000 word essay.