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Core Module 3 – TPPEL and Enhancement Module 1 Assignment guidance

1. Log of professional practice for Core Module 3 and Enhancement Module 1

2. Record of breadth of practice – to be started in Core Module 3 – TPPEL, and returned to in final

Core Module – WPP.

3. Mentor observation feedback for each module, with associated scheme of work, evaluated

lesson plan on UoP template and resources.

4. A minimum of 2 further lesson plans, which, along with the observed session, should total 10 hrs

in all.

5. Individual Development Planning Sheet.

6. Achieving the LLUK Professional Standards – Domain B:

End of module reflections on the Professional Knowledge and Understanding (K)

developed in relation to the Scope (S) of this Domain, working towards the Targets set in

the Individual Planning sheet, and how your developing knowledge and practice links to

the Professional Practice Standards.

End of Stage 1 - Mentor report

Any additional evidence offered in support of Professional Standards tracking (may

relate to Enhancement Module) , for example, the in-class/guided study ESOL minimum

core activities.

7. TPPEL assignment

8. Appendices

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Core Module 3

Log of Professional Practice During the programme you should evidence a breadth of teaching practice for a minimum of 200 hours, of which 150 hours will be teaching (direct contact), i.e. with groups for at least 70% and 1:1 for no more than 30% of the 150 hours. The remaining 50 hours will include involvement in team/departmental meetings, IV/EV meetings, interviewing, visits, observation of teaching, discussion with mentors, and other college activities (non-direct contact). This record will provide a portrait of your engagement in your developing professional practice and should show a breadth of practice in relation to different groups, levels or settings. Please indicate the sessions below for which you are including lesson plans to meet the 10 hours required (demonstrated through a minimum of 3 different lesson plans).

Name:................................................................................................ Term No: ..........................

Location: ......................................................................................... Sheet No: ..........................

Date No of Hours No in Please state whether observation, meeting or other

activity Direct Non-direct Group Give subject and level of any direct teaching sessions

Total this

sheet:

Total from previous sheet:

Total to

date:

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Record of Professional Practice: Breadth of Experience Start this in Core Module 3 – TPPEL, and update it in Core Module 6 - WPP

Name: Location: Date:

It is important to keep a record of the range of contexts and settings for teaching and learning in the Lifelong Learning Sector, that you experience whilst in your Cert Ed/PGCE teacher training course. This might include: a range of learners (e.g. different ages, ethnic backgrounds, genders, needs, EAL, LDD) observations of qualified teachers and peers; team-teaching; tutorials; assessment; quality assurance, etc.

Date Type of practice experience

Details Profile of learners and level of course

Key learning/development points

e.g. 12.4.10

Small group tutorials

Supported 3 hours of small

group tutorials to review progress and help learners set ILP targets

Level 2 Hair and Beauty

evening group (16-54,

mostly mature learners, one male)

Different strategies for teaching adults ie more negotiation of content and style of lessons – how would this work with my foundation Level 1 school leavers? Be aware of including male learner and ensure resources for sessions include images of male and female role models

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Individual Development Planning sheet

Core Module 3 – TPPEL and Enhancement Module 1

Set and date own targets and actions taken, identifying both good practice and areas for

development referring to, as a starting point: Teaching observation/s, Mentor meetings,

LLN and ICT (Minimum Core – include evidence of your engagement with the ESOL

session/guided study), assessment feedback, breadth of practice, reflections on

aspects of Domain D and E not met in Modules 1 and 2 ...

Targets set and actions taken (this sheet should be shown to your observers, so they are aware of the targets you are working towards):

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Grid version

Specific Objective and

Relevant Links

start date

Development activity

Target date/Review

Date

Current progress and outcomes

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TEACHING OBSERVATION FORM

To be completed by the subject specialist mentor

Trainee: Date/Time:

Observer: Location:

Group: No of learners:

Subject Specialism: Topic of this session:

Observation number: Current DTLLS Module:

A. Professional values and practice Encourage learner progress and development (AP1.1); take

opportunities to help learners see the wider benefits of learning to individuals and communities (AP2); deliver and promote inclusive learning, equality and diversity (AP3); demonstrate commitment to reflection on and improvement of own practice (AP4); communicate with colleagues about learners (AP5); use safe practices which conform to the statutory codes of practice (AP6); maintain accurate records of learner assessment, and contribute to quality processes (AP7)

This documentation must be available to the observer

Up to date Teaching File Y / N

Lesson Plan Y / N

Scheme of Work Y / N

IDP Y / N Where appropriate

LSA Lesson Plan Y / N / NA

Examples of assessed work Y / N / NA

Planning identifies responses to

Health and safety Y / N

Differentiation Y / N

Outcomes of initial assessment Y / N

Equal Opportunities Y / N

Minimum Core Y / N

Every Child Matters Y / N

Use of ILT Y / N

LLUK Professional Standards Y / N

D. Planning for learning Plan well structured and inclusive sessions that promote equality and diversity and meet curriculum requirements (DP1); negotiate learning goals with learners and provide opportunities for learner review and feedback (DP2); evaluate effectiveness of own planning and contribution to their team (DP3)

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B. Learning and Teaching Establish a purposeful , motivating and safe learning environment with effective

management of the classroom and the learners (BP1); deliver effective teaching and learning using an appropriate range of approaches to engage and motivate learners and develop skills and greater learner autonomy (BP2); communicate effectively with all learners (BP3)

C. Specialist learning and teaching Deliver relevant and current subject knowledge, relate it to the wider

social, economic, environmental context (CP1); use appropriate strategies which are motivating and sometimes innovative (CP2); use specific strategies to support and develop individuals and demonstrate confidence in personal literacy, numeracy and ICT skills (CP3); maintain up-to-date subject skills and knowledge and encourage learners to identify own skills development (CP4)

E. Assessment for learning Devise or adapt, and evaluate an assessment strategy that meets the needs of

the curriculum and the learners; encourage peer and self assessment; use of new technologies where appropriate (EP1); apply appropriate valid and reliable assessments fairly and equitably and collaborate with others to ensure standardisation (EP2); assessment informs constructive and specific feedback (EP3); communicate assessment data required for awarding bodies, to colleagues and to the organisation (EP4)

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F: Access and progression Provide or refer learners to relevant progression information (FP1); provide

effective learning support, within the bounds of their ability and teaching role, (FP2); Refer learners to relevant internal or external support services (F3)

Strengths and examples of good practice

Targets to be incorporated into trainee’s IDP

Observation by Tutor □ Mentor □ (please tick) Observer name (print):

Grade: Tutor observations only

Pass / Fail 1 / Fail 2 Mentor observations only Observer’s signature:

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Scheme of Work

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Certificate in Education & Postgraduate Certificate in Education LESSON PLAN

Teacher:

Programme title and year group:

Unit/module title:

Session date: Session location and time:

Session topic:

Syllabus and functional skills references (which your learners will develop in the session):

Session Aim/s (a sentence making clear the broad statement of intent): Intended Learning Outcomes (by the end of the session learners will have/be able to ...): Differentiation (which individuals or sub-groups is it necessary to make particular provision for because there are additional learning needs, support needs, particular strengths, specific contexts or significant levels of prior learning - and how will you support these students?):

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Language, Literacy, Numeracy and ICT (minimum core you will use in the session):

Which of the 5 Every Learner Matters Outcomes addressed:

Time Content, Objectives

Teacher activity

Learner activity

Resources

Assessment Formative/summative/or future

point

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Evaluation of session and learner achievement (e.g. achievement of learning outcomes, attainment of learners, effectiveness of learning resources, learner feedback on lesson), the way in which you have used your own minimum core knowledge and skills and the professional standards addressed (which you should annotate on the plan) within your evaluation: Targets identified for future sessions:

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Evidence of resources

Examples

Handouts

Gapped worksheets

Tests

Quizzes

PowerPoint slides

Picture of workshop or realistic working environment

Screen print of online or digital resources

Picture of props

Unit workbook

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Core Module 3 – End of Module Reflective Summary - TPPEL - Domain B

Scope of Domain B

(S)

Element End of Module Reflective Summary:

on Professional Knowledge and Understanding (K) developed in relation to the Scope (S) of this Domain (see left of page)

on progress in meeting Targets set in your Individual Development Planning (IDP) sheet, and how your developing knowledge and practice links to the Professional Practice Standards.

Any aspects of the Domain still to be met should be included as targets in your next IDP sheet and you should also detail actions taken. Regularly return to this Reflective Summary sheet to add further reflections on meeting those targets. Include dates and/or use different colours/fonts to indicate development through the programme. Guidance for word count approx 3-500 words.

BS 1

Maintaining an inclusive, equitable and motivating learning environment.

Continue on further sheets as necessary …

BS 2

Applying and developing own professional skills to enable learners to achieve their goals.

BS 3

Communicating effectively and appropriately with learners to enhance learning.

BS 4

Collaboration with colleagues to support the needs of learners.

BS 5 Using a range of learning resources to support learners.

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End of Stage 1 – Mentor Report Name of trainee:

Describe overall progress against the LLUK professional standards, in particular domains D, E and B and provide feedback with

regard to strengths and areas for development or concern.

Overall Progress

Domain D - Planning for Learning

Domain E - Assessment for Learning

Domain B - Teaching and Learning

Strengths

1.

2.

3.

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Areas for Development

1.

2.

3.

Additional Comments

Mentor Signature: Print name: Date:

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Minimum Core

Guided study activities

Language and Literacy

Part A - Knowledge and Understanding

Elements LL5, LL6, LL7, LL8

LL5

Multilingualism and the role of the first language in the acquisition of additional

languages

This requires trainee teachers to be aware of the phenomena of multilingualism and

bilingualism and the role of other languages in the acquisition of additional languages; the

role of the first language in the acquisition of additional languages.

Guided study

Define the following terms:

Multilingualism; bilingualism; first language; additional languages

Write a short reflection based on your own experiences of language learning, which includes

your first language.

How are your experiences likely to impact upon your teaching practice?

LL6

Issues that arise when learning another language or translating from one language to

another

This requires trainee teachers to understand important issues that arise when learning

another language and to be able to make comparisons between languages.

Awareness of language development should include:

the difference between language acquisition and language learning

the value of language and literacy skills in one language in helping develop skills in another

Understanding important issues when learning another language should include:

the influence of the first language and transference of concepts and grammatical forms between languages

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the concept of inter-language

Comparisons between languages should include features relating to both oral and written

communication.

This will enable trainee teachers to:

acknowledge and respect languages other than English

encourage the use of other languages in the classroom

reflect on their own approach to error and meaning

develop approaches which help learners make best use of their first/other languages in learning new language and literacy skills in English

Guided study

Read 6.4 Communication strategies (pages 36-39) of the ‘Companion Guide to the Minimum

Core’, Nov 2007, (page with link

http://www.lluk.org/documents/minimum_core_may_2007_3rd.pdf).

Print these four pages and annotate any communication strategies which you consider need

further development in your professional practice. Make a list of priority action points

relating to specific communication strategies, bearing in mind that these also apply to non-

ESOL learners. Include these in your IDP (Individual Development Plan). You may want to

discuss these with your mentor and/or tutor.

LL7

This requires trainee teachers to be aware of issues related to varieties of English

Issues should include:

the existence and continuing growth of a variety of English, of which standard English is only one

attitudes towards standard English and other varieties and dialects

the difference between accept and dialect and the effects that these can have on different audiences

how factors relating to regional, socio-economic and ethnicity may have different effects upon intended audiences

how language variety is used to develop and maintain personal, social and group identity

This will enable trainee teachers to:

recognise and value varieties of English in order to accept difference rather than deficit models (that one variety of English is not necessarily inferior to another, just different)

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recognise that their role is to extend their learners’ language expertise

support their learners in using standard oral and written forms as appropriate

recognise opportunities to develop multi-lingual perspectives in the classroom

Guided study

Research the subject of ‘varieties of English’ on the Internet or by reading, focusing on the

following terms: difference; deficit models; language expertise; standard oral and written

forms; multi-lingual perspectives. Produce evidence of this activity (in any form). How is this

piece of research likely to impact upon your teaching practice?

LL8

The importance of context in language use and the influence of the communicative

situation

How different contexts can affect the choice of language/literacy used by speakers and

writers should include:

socio-cultural contexts including appropriacy, communicative value and uses of language in context

situational contexts including settings, roles, functions and language

This will enable trainee teachers to:

reflect on the appropriacy of language use

be aware that conventions taken for granted by first language speakers may not be shared by learners with other first languages

teach conventions explicitly to learners within the context for learning

Guided study

Consider the varying language contexts of different modes of assessment. How might a)

teachers, and b) learners need to differ their use of language in a range of contexts and

modes? For example, you may wish to consider:

A formal written examination (an A Level)

An NVQ-style assessment of a learner’s competencies at a practical skill

A presentation to peers

An exhibition of art work

What might influence the language of feedback given to learners on their assessed work or

practice?

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Cert Ed Coursework Brief

Task - To complete the coursework component of this module you need to prepare a 1500 to 2000 word report in which you:

a) Select and evaluate two teaching methods you use in your specialist subject;

b) Discuss how these methods support differentiated learning with your students;

c) Describe and evaluate an activity which you use to embed functional skills (language, literacy, numeracy and/or ICT) with your students.

For each, explain the theories or principles of learning and communication which your teaching method demonstrates. Using a specific example of a learning problem which you have encountered with your students, explain how one or more of these methods contributed to your approach to solving it.

When planning your report, please remember that you are working towards the

following two Assessed Learning Outcomes:

1. Demonstrate a factual knowledge of theories and principles of learning

2. Apply, with guidance, theories and principles of learning to a defined practice based problem

Your report should be double spaced and Harvard referenced. You will need to

include a list of references. This work needs to be supported by your reading and

meet the Level 4 Coursework Assessment Criteria as shown in Appendix 1 of the

Programme Handbook.

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PGCE Coursework Brief

Task - To complete the coursework component of this module you need to prepare a 1500 to 2000 word report in which you:

a) Select and evaluate two teaching methods you use in your specialist subject;

b) Discuss how these methods support differentiated learning with your students;

c) Describe and evaluate an activity which you use to embed functional skills (language, literacy, numeracy and/or ICT) with your students.

For each, critically analyse the theories and principles of learning and communication which your teaching methods demonstrate. Using a specific example of a learning problem which you have encountered with your students, explain and justify the use of one or more of these methods as a solution to that problem.

When planning your report, please remember that you are working towards the following two Assessed Learning Outcomes:

1. Demonstrate a comprehensive knowledge of theories and principles of learning

2. Apply theories and principles of learning to identify and solve a complex practice based problem

Your report should be double spaced and Harvard referenced. You will need to include a list of references. This work needs to be supported by your reading and meet the Level 6 Coursework Assessment Criteria as shown in Appendix 1 of the Programme Handbook.

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Appendices